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Copyright N?_L9^2 z_ 

COPYRIGHT DEPOSrr. 


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Making Men and Women 


A ifattb-liook for 
Junior Wnrkrra 


BY 

EMMA A. ROBINSON 


REVISED EDITION 


THE METHODIST BOOK CONCERN 
NEW YORK CINCINNATI 


BV 
.Ffw 
in& 


COPYRIGHTED IQl6, 1922, BY 
EMMA A. ROBINSON 


< 

V, 


JUL -7 1922 


©CI.AB74885 

nr./. 



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FOREWORD. 


In the presentation of this book the thought has 
been to give, not definite plans and formulas, but 
general principles and methods, that shall in them¬ 
selves be so suggestive that each may work out her 
own details. 

While the book is written specifically for Junior 
League work, and the term Junior League appears 
frequently, the principles which underlie this work 
are the same the world over, by whatever name the 
boys and girls may be called. 

The aim has been to make the book one that 
shall be helpful to pastors, Sunday-school teachers, 
and mothers as well as to all who are engaged in 
Junior work, whatever their denomination or title. 

In the preparation of a book of this nature, one 
must bring to it, not alone her own observations, 
experience, and theory, but the accumulated results 
of the best students and workers in the same field. 

No great claim of originality is made for this 
work, but it is rather the adaptation of principles 
and methods gleaned from many sources and proven 
in the school of practical experience. 

5 


6 


Foreword. 


For much of the study and research which un¬ 
derlie the formation of the principles herein pre¬ 
sented the author wishes to acknowledge her in¬ 
debtedness to Professor G. Stanley Hall, Professor 
William James, Professor George A. Coe, Walter L. 
Hervey, Elizabeth Harrison, Mrs. Milton S. Lamo- 
reaux, Mrs. Herbert E. Hill, and many others. 

If in any case forms of expression or ideas have 
been used without the recognition given by quota¬ 
tion-marks, it is because these have proven so per¬ 
fectly adapted to the need of the writer and have 
so unconsciously become a part of her mental equip¬ 
ment that it is impossible for her to distinguish their 
origin. In this she believes she is paying the high¬ 
est compliment in her power to pay any one; for 
what higher honor can one desire than the ability to 
say a needed thing in so apt a manner that the 
words, as well as the thought, are simply absorbed 
by the other students of the same subject? 

Chicago, iee. 


INTRODUCTION. 


) 


Strange that while the rearing of children is so 
old the systematic study of it is so young. Stranger 
it is that when Christ loved the children so well the 
Church' should be behind secular education in this 
work. The field is so new, so imperfectly developed 
that few really helpful books have been produced. 
Some of them suggest the laboratory where the 
normal child at unconscious ease has never been 
seen. Few writers have ventured to touch some of 
the most vital topics that are nevertheless bravely 
and discriminatingly handled in this book. 

None can know children except those to whom 
they reveal themselves. Like sensitive plants, the 
touch to which they do not close must be as gentle 
as that of the caressing wind. Because they see 
and know but superficially, many think they fathom 
the child heart while they do not. The children 
about them know they do not, but will not teach 
them better until, with genuine interest, they woo 
them with sympathetic patience and loving tact, 
when the sweet heart of childhood discovers itself 
as naturally and matter of course as the rose shows 
its heart to the sun. 


7 


8 


Introduction. 


God made the children naturally dependent, and 
as truly endowed adults to control and mold them. 
But most of us distrust our ability because we fail, 
and we fail because not sufficiently in love with our 
work, and so deal mechanically and bunglingly with 
that most sensitive thing in the world, a child’s 
heart. 

This book is written that many may succeed as 
they should though few now do. It is born of wide 
study, observation, and experience. Its author is a 
loving and sympathetic interpreter of the young. 
Everywhere childhood and youth are restless with 
a mute, inarticulate, yet intense yearning for loving 
help, that is like a vast unwatered desert. This book 
will enable those who care for the young to dis¬ 
cover unsuspected capacities within themselves, and 
to empty their reservoirs of love upon this desert 
and make it rejoice. 

O for the day wdien we shall rear our children 
to maturity within the Christian fold!—an end so 
practicable, so supremely desirable, yet receiving so 
little serious consideration or really earnest effort. 
All who long and labor for this day in the home or 
in the Church will welcome this book. 

Edwin M. Randaix. 


CONTENTS 

CHAPTER I. 

The Organization : PAGg 

I. The Name, - - - - - n 

IT. How to Organize, - - - J2 

III. A Graded Organization, - - - 16 

1. Why Grade? - - - - 16 

2. How to Grade, - - - - 18 

3. The Plan, 20 

CHAPTER II. 

Purpose of the Organization : 

I. Devotional, - - - - - 22 

1. Purpose, - - - - - 22 

2. Method, ----- 23 

II. Instructive, - - - 25 

1. Purpose, - - - - 25 

2. Method, - - - - 27 

III. Social, ------ 43 

CHAPTER III. 

The Departments : 

First Department—Spiritual Work, - 47 

Second Department—World Evangelism, 69 

CHAPTER IV. 

The Departments—C ontinued : 

Third Department—Social Service, 74 

Fourth Department — Recreation and 

Culture,.81 

Finances, -.89 

Records,.94 


9 


10 

Contents. 



CHAPTER V. 


General Methods: 

Page 

I. 

Music, - - 

96 

II. 

Story Telling, - 

98 

III. 

The Blackboard in the Junior League, 

106 

IV. 

Order and Attention, - 

III 


CHAPTER VI. 


Work with Girls, - 

Il 6 


CHAPTER VII. 


Work with Boys, - 

• 

130 


CHAPTER VIII. 


Workers : 


I. 

The Relation of the Pastor to the 



Junior League, - 

140 

II. 

The Local Superintendent, 

x 45 

III. 

The District Superintendent, 

*54 


CHAPTER IX. 

Correspondence Course for Junior League 

Workers, - - - - - 158 


APPENDIX. 


Constitution of the Junior League, 


168 


MAKING MEN AND WOMEN. 

* ^ 

CHAPTER I. 

THE ORGANIZATION. 

I. The Name. 

The name Junior is in itself suggestive. Juid.;f 
means next in line to Senior. The boys and girls 
to whom this term is applied in religious work are 
no longer children, and any plan that is to succeed 
must recognize in them the growing manhood and 
womanhood. 

Junior organizations, to arouse the greatest in¬ 
terest and secure the largest results, should be 
organized by and with the boys and girls, not for 
them. Such organizations should also be formative 
rather than finished, as young people will work 
enthusiastically in something that is being grad¬ 
ually developed and perfected, when the completed 
article or plan will arouse but an indifferent inter¬ 
est. The wise friend of boys and girls will recog¬ 
nize these characteristics, and will be content to be 
“the power behind the throne” in this great work. 


ii 


12 


Making Men and Women. 


II. How to Organize. 

There are many methods of organization, but 
two will here be outlined. These are perhaps of 
equal merit under- different circumstances. 

First Plan'. —An announcement may be made 
from the pulpit and in Sunday-school, calling a 
meeting of the children of Junior age at a certain 
time. At this meeting the pastor and the person 
Chosen to be Junior Superintendent should be pres¬ 
ent. It is well to proceed in business form, by ap¬ 
pointing a chairman and secretary for the meeting. 
This can easijy be managed by the pastor nomi¬ 
nating the Superintendent as chairman. The pastor 
may then be called upon to state the object of the 
meeting, explaining the plans of the Junior Teague, 
and giving his reasons for thinking such an organ¬ 
ization desirable. 

The boys and girls should be encouraged to 
ask questions and discuss the matter fully, and 
then be allowed to vote as to whether they shall 
have a Teague or not. This, in the beginning, 
will give them a sense of responsibility, and make 
them feel that it is their organization, and not some 
scheme of the ministers for “getting hold of them.” 

A committee should be appointed, of which the 
Superintendent is a member ex-officio, to consider 
the constitution (parts may have to be omitted on 
account of local conditions) and report at the next 
meeting. At the second meeting the constitution 
should be read, section by section, and explained 
by the Superintendent. At this meeting a Com- 


The Organization. 13 

mittee should be appointed to make nominations 
for officers to be elected at the first business meet¬ 
ing, and the grade division determined upon. 

There should be but one nomination made for 
each office, and one adult member of each of the 
various committees should be appointed. 

The appointment of committees should be made 
as soon after the election of officers as possible. 
Each section should be represented on every com¬ 
mittee. 

Second Plan.— Call a few of the older and more 
reliable boys and girls together informally, and 
talk over the work of the Junior League. If pos¬ 
sible, let the proposition to organize come from 
them. Let them send for constitution, literature, 
etc., and study into it. As soon as they are ready, 
suggest that they invite such other boys and girls 
as they are sure will enter into the work with in¬ 
terest. Appoint a time for meeting, and after fully 
explaining the work of the Junior League to these 
new ones, complete the organization. 

Let the membership be increased only by re¬ 
quests for admission, and after an explanation by 
the Superintendent of what the Junior League 
stands for. This will make membership mean more, 
and often interest those who would not be attracted 
in the least, if it were thrown open to all. This, 
too, has the advantage of a more stable member¬ 
ship, and the older ones who were the first mem¬ 
bers will feel a greater responsibility and interest 
in every section of the League. 


14 Making Men and Women. 

This plan is advisable in Churches where there 
has been a Junior Teague which for some reason 
has not been a success; or where there is a tend¬ 
ency to disorder among the boys and girls. In the 
latter case, tactfully introduce this subject in the 
preliminary meeting, and allow those present to 
form their own standard of order, then lead them 
to adopt some plan for maintaining that standard. 
Boys and girls are the most severe judges, when 
the responsibility of the discipline is thrown upon 
them. In places where an inability to preserve 
order has caused a former League to disband, it 
may be wise for the Juniors, not the Superintend¬ 
ent, to make this a condition of membership. 

General Suggestions.— Time of Meeting .— 
The day of the meeting will be decided by the 
circumstances in the Church or town. In the 
larger cities, where the Sunday attractions are 
numerous and where the Sunday-school is held 
immediately preceding or following the Church 
service, it seems in many cases almost necessary 
for the Junior League to be held on Sunday, in 
order that the children may have a place to go 
on Sunday afternoon. The Sunday meeting also 
has the advantage of making it possible to secure 
as assistants many who are employed during the 
week; this is especially true in regard to men. 

On Sunday the boys and girls are less liable 
to have other engagements, and the regular work 
is not so apt to be interfered with by outside at¬ 
tractions. A week-day social meeting in some 


The; Organization. 


15 


form, as a club, study class, or chorus, is more 
feasible when the devotional meeting is on Sunday. 

On the other hand, where the tendency of the 
Junior meeting in the afternoon is to draw from 
either the Church service or the Sunday-school, it 
should by all means be transferred to a week-day. 
Again, many parents feel that Sunday afternoon is 
almost the only time in the week when the family 
can be together, and object to their children being 
away. In such cases the home relationship must 
take the precedence of the League, as home should 
be the dearest place on earth to every child. Others 
find that Sunday is a day of overwork for those 
who are engaged in the various lines of Christian 
service, also that it is almost impossible for the 
pastor to be present at the Junior meeting, or the 
Junior workers at the Epworth League service. 

The only inflexible rule that can be given in 
regard to the time of holding a Junior League de¬ 
votional meeting is: hold it on a day, and at the 
hour, when the largest number of the best helpers 
can be secured, the most boys and girls be reached, 
and the best work be accomplished. The decision 
of this question can be made only by the pastor 
and Junior workers in each individual Church. In 
reaching this decision the opinion of the Juniors 
themselves is often of the greatest value. 

Business Meetings .—Whatever the day on which 
the devotional meeting is held, a monthly business 
meeting should be held regularly on a week-day. 
Some features of special interest may be needed 


l6 


Making Men and Women. 


to help the members remember this business meet¬ 
ing, but an effort should be made to secure a full 
attendance. At this meeting the officers of the 
League should have charge. The President/ with 
the Junior League Superintendent, should prepare 
a written program. 

A little instruction given privately to the older 
members will enable them to address the chair, 
make motions and second them in a business-like 
way from the start, and the younger ones will not 
be slow in following their example. Parliamentary 
usages should be carefully observed. The “Parlia¬ 
mentarian,” by T. B. Neely, will be a valuable help 
to both the Superintendent and President. 

III. A Graded Organization. 

i. Why Grade. 

Every organization for boys and girls must rec¬ 
ognize the underlying principle of adaptation. 
Watch a given number of boys and girls of Junior 
age. If left to themselves, how quickly an adjust¬ 
ment is made! The age-line is. very clearly de¬ 
fined, and rigorously observed. The first-year high- 
school boy scorns the eighth-grade boy. The same 
attitude prevails between the eighth-grade boy and 
the fifth-grade, or between the seniors in the high 
school and the freshmen. Frequently the secret of 
disorganized Sunday-school classes might be found 
right here. 

Students of child nature and adolescence recog¬ 
nize a very marked difference in the character- 


Thh; Organization. 


i7 


istics of the various ages, and also in the different 
divisions of the adolescent period. That which at¬ 
tracts the one is without interest for the other; and 
as the line of interest is in almost direct propor¬ 
tion to the line of attraction, this factor can not be 
overlooked. 

Educators, wise in their day and generation, 
are keen in making this a strong factor in all lines 
of secular education. Is the religious training of 
such minor importance that the Church can afford 
to adopt anything other than the plans which have 
1 »roved the most successful? Is anything less than 
the best, good enough for the Junior work? 

Graded organizations do not mean cut-and-dried 
lines of division; this would be unwise, if not im¬ 
possible ; for this work does not present to us any 
very definite basis for grading. 

Religious and secular work do not vary greatly 
in the principles underlying them; they proceed to 
a certain extent along the same lines. History, 
geography, literature, are based on memory, and 
the instilling of principles founded on facts. These 
all find their parallel in religious education, but to 
none of these do the secular schools look for their 
grading. Mathematics stands by itself as a study 
tending to the development of the reason, not the 
memory; and because the reasoning powers enter 
into the future success of the child to so much 
greater extent than does the memory, mathematics 
very rightly becomes the basis for grading in the 
public schools. 


2 


18 Maying Men and Women. 

In religious training we find no mathematics, 
nothing which tends distinctively to the develop¬ 
ment of the reason; hence the above statement that 
there is no distinct, clearly defined method of grad¬ 
ing. This does not imply that there can or should 
be no grading. There must be the adaptation of 
all plans to meet the varying characteristics, and 
developing needs of the boys and girls of different 
ages. This can be accomplished only under some 
form of grading. 

2. How Grade? 

(a) The first question that enters into a plan 
for grading is that of Mental Development. This 
can best be ascertained by an observation of the 
secular-school grades. In general, one might say, 
that boys and girls in the same class have attained 
about the same degrees of ability in thinking and 
memorizing, and, broadly speaking, would have sim¬ 
ilar interests. That these conclusions are approxi¬ 
mately true is proven by the fact of their being so 
classified in school. 

(b) Why, then, not make this a definite basis 
for grading in the Junior Society? The member¬ 
ship in all religious organizations is voluntary, and 
depends on the individual interest in them. While 
a boy, large of his age, but of slow mentality, may 
of necessity be classified with smaller boys in school, 
he may refuse to be so associated outside the class¬ 
room, and will simply have nothing to do with a 
League which forces such a classification. If, there¬ 
fore, in many cases the youth who most needs the 


The Organization. 


19 


stimulus and inspiration of the Junior Society is to 
be held, the question of Physical Development 
must be taken into consideration. 

(c) What has been said in regard to the over¬ 
grown boy is equally true of the one who has, for 
some reason, been kept out of school or fallen behind 
those of his own age, and who feels keenly being 
placed with those younger than himself, thus caus¬ 
ing the subject of AGE to enter into the plan for 
grading. 

(d) As activity is the great law of childhood, 
and youth, and boys and girls in order to be held 
and interested must have something to do, the sub¬ 
ject of previous Religious Training must be con¬ 
sidered. 

The boy or girl of nine who has been so blessed 
as to be carefully instructed, either at home or in 
Sunday-school, in the requirements assigned to the 
children of this age, may, for the sake of the class, 
as well as for his own sake, need to be assigned 
to an advanced department, or have some special 
supplemental work planned for him. He must be 
kept busy if he is to be interested, and he must be 
interested if he is to be held. 

(e) One other factor enters more or less into 
the subject of grading in voluntary organizations— 
that of Environment. Theoretically, this should 
not be considered; practically, it must be. 

“I ’ll go if I can be in the class with John,” or 
“I won’t go if T have to be in the class with those 
girls,” are not infrequent experiences of Junior lead- 


20 


Making Men and Women. 


ers. These, moreover, are not mere threats, but 
actual facts. What shall be done? Is there any 
vital reason why Joe shall not be in the class with 
John? They are not in the same grade in school. 
No; but outside of school their interests are one; 
they read the same books, play the same games, go 
in the same crowd. Will they be happier, do better 
work, and develop stronger characters together, is 
the question. Or, the girls in “that class” may come 
from another part of the town; they may be so 
widely separated socially that they have absolutely 
nothing in common. A mixing may produce a lack 
of harmony that is not helpful to any one. 

Again, Mary’s mother sends word, “Mary will 
not go to the meeting unless she can sit with Ellen; 
please put them in the same class.” Mary is eight 
and Ellen twelve. What is to be done? Simply 
make the best of the situation, and try to win Mary 
to her own class. 

The question of how to grade, then, resolves it¬ 
self into this: with the broad platform of school 
grade and age as a guide, bearing in mind that spir¬ 
itual development and character-building rather than 
mental progress is the aim, let each Superintendent 
or leader grade according to her own best judgment 
in the local conditions under which she works. 

3. The Plan. 

(a) In the Junior League the following plan for 
grading is suggested as a basis: 

The League shall be divided into three sections, 
—the children under ten years to form the first, or 
Primary Section ; the boys and girls of the early 


This Organization. 


21 


adolescent period, from about ten to thirteen years 
of age, the Junior Section; and those of the middle 
adolescent age, from about fourteen to sixteen or 
eighteen, the Intermediate Section. 

In outlining this grading, the purpose has been 
to follow the psychological periods emphasized by 
the most strongly marked characteristics, though the 
age-limit is simply a suggestive one. Each of these 
sections is capable of division into three, or more, 
classes. The purpose of the three sections is to 
make a place for the boys and girls of the middle 
teens, as well as for those younger, without the 
necessity of a separate organization. The objections 
to an Intermediate Society are many, not the least 
of which is another organization, with the necessity 
of two bridges of transition to be tided over instead 
of one. The Junior Society must mean the one 
next in line to the Senior, and bv eliminating some 
of the features of an infant or primary organization, 
and introducing elements in harmony with the grow¬ 
ing independence and developing powers of the older 
boys and girls, only one organization will be needed. 

According to the Constitution, the children of the 
Primary Section enjoy all privileges of membership, 
except those of voting or holding office. The boys 
and girls of the Junior Section may vote, but the 
holding of office is reserved for the members of the 
Intermediate Section. 

Reference .—“After the Primary, What?” Mc¬ 
Kinney. 


CHAPTER II. 


PURPOSE OF ORGANIZATION. 

I. Devotional. 

i. Purpose.— The aim of every Junior organiza¬ 
tion is to hold the children and the youth for Christ 
and the Church, to develop Christian character, and 
to train in Christian activity. To accomplish this 
end, the Junior Society must be devotional. The 
boys and girls must come to its meetings with the 
feeling that it is a time for reverent worship. If, 
as is stated, reverence and love are the basis of all 
Christian life, then reverence for God’s house, and 
a love for Him, which will include love for His 
Word and His house, will be the watchword of the 
Junior League. 

Many years before the bright-eyed baby opened 
his eyes in the home, his price was paid on Calvary, 
and he came into this world as truly a child of God 
as a child of the parents who gave him birth. Dur¬ 
ing infancy the Father watches over him and guards 
him. In the words of Kate Douglas Wiggin, it is 
his right to “be so trained that he may become con¬ 
scious of a oneness with the Father before he realizes 
any sense of separation from him,” that he may 


22 


Purpose of Organization. 23 

• 

grow and develop in God’s love, as Naturally as the 
flower grows in the sunshine. 

To the parent, first, belongs the privilege of so 
training the children; but as every parent is not 
awake to this great privilege, God has taken Sunday- 
school teachers and Junior leaders into partnership 
with Him in this great work of fashioning immortal 
souls, and the Junior devotional meeting should so 
foster and nurture the Christ-life in the child. 

As the child steps from the trustfulness of his 
earlier years into the independence of boyhood, 
sooner or later he must face in some form the ques¬ 
tion of his ownership, and decide for himself 
whether he will ratify the almost unconscious de¬ 
cision of his childhood, or whether he will sever 
that connection, and test the world with its allure¬ 
ments. During this period of questioning, this time 
of “storm and stress,” as it is frequently called, a 
strong anchor for every boy and girl may be found 
in the Junior Society. The spiritual influence of the 
leader, the strong, helpful words of prayer and sug¬ 
gestion, the atmosphere of reverence and worship, 
should so garrison the youth, that he may be held 
until his feet are firmly planted on the rock Christ 
Jesus, and he has boldly and strongly taken his stand 
on God’s side. 

But not here does this work end. The spiritual 
life of the boys and girls must be fed and culti¬ 
vated, that the unfolding character may week by 
week develop Christward. 

2. Method. —The subject of the devotional meet- 


24 Making Men and Women. 

« 

ing for Juniors is worthy of much attention. What 
it must not be is easily told; what it should be is 
not difficult to see; but how to attain this end is less 
easily answered. It must not be too long; it must 
not be a grown-up folks’ meeting; it must not be 
either stilted or childish. 

It must be reverent, worshipful, full of life, 
adapted to the ages of those present. The time 
should be not more than twenty minutes, or, at the 
most, half an hour. This is the limit of a child’s 
ability to sit still, be reverent, and in a spirit of 
worship. 

The real devotional spirit of a Junior League 
comes largely through the atmosphere of reverence. 
A child may forget facts, he may get away from in¬ 
struction, but he can never wholly free himself from 
an impression. Much of the real instruction of 
childhood and youth comes through impressions, and 
in very many cases the impressions are made bv the 
atmosphere rather than by words. 

Valuable and absolutely essential as is the in¬ 
struction in other lines, important as is the pro¬ 
vision for the social life, the fact that primarily the 
Junior League is the place for the devotional meet¬ 
ing for the children and youth of our Church, must 
never be overlooked. That boys and girls need 
training in this line, every one will admit. 
Here, as perhaps in no other work, teaching 
means sharing, not telling. The Superintendent or 
leader does impart to the Juniors, whether she 
will or no, her own spirituality and reverence. In 


Purpose op Organization. 25 

a Junior devotional service, as perhaps nowhere else, 
does the maxim, “Like teacher, like pupil,” become 
true. 

II. Instructive. 

1. Purpose. —“The Junior League exists for the 
purpose of helping child development in religion.” 
These are the words of one whose name stands for 
insight into the subject of childhood religion, from 
a scientific standpoint. Later on he says in thought, 
though hot in the exact words, that all development, 
mental and spiritual, is the result of teaching and 
training. 

By an instructive organization is meant just ex¬ 
actly what the Professor terms an organization for 
the purpose of the development of the child in re¬ 
ligion. The peculiar function of the League, how¬ 
ever, is training, or, in other words, teaching put 
into action; the education of the activities in such a 
way as to bring out in daily life the religious side of 
the youth. 

As “the opportunity for development constitutes 
the peculiar glory of man,” so the opportunity for 
the symmetrical development of the physical, men¬ 
tal, and spiritual nature of boys and girls into a nat¬ 
ural, wholesome, religious whole is the aim of the 
Junior League. 

In the little child we find infinite possibilities. 
To convert these possibilities into living realities is 
the province of education. In religion, as in all else, 
a child is a child, and must needs be instructed, be 


26 Making Men and Women. 

trained; but to teach the truth and attempt to-build 
up a spiritual life without training him to do the 
thing he learns is, in the words of James, teaching 
him to have “faith without works;” and the result 
will be that which must ever follow a lack of exer¬ 
cise—weakness, and final death. 

“The more fully a boy learns to be a boy, the 
more thoroughly will he be apt to be a man when 
the time comes.” In no place is this more true than 
in religion. A child expected and trained to be an 
adult Christian will not be likely to reach the full 
stature of a man in Christ Jesus, as forced growth 
tends to future weakness. The boy of twelve who 
makes long prayers in prayer-meeting, and takes 
more pleasure in the religious services for the adult 
than in out-of-doors sports, rarely makes the strong, 
well-balanced Christian man. As childhood religion 
differs materially from adult religion, different meth¬ 
ods must be used in its development. 

The pedagogical principle underlying the work 
of instruction in the Junior League, is to begin with 
a child where he is, and train toward where he ought 
to be. The normal child, carefully trained in prayer, 
song, 'worship, reverence, and Christian activity, 
will, in adolescence, critically sift and try these 
religious notions and habits, and, if still held by the 
same tireless understanding care, will settle down 
with these habits becoming more and more fixed. 
On the other hand, if, at this critical period, he is 
repelled because he is misunderstood and his train¬ 
ing is not adapted to the mental and physical devel- 


Purpose: of Organization. 


2 7 


opment of this age, religion becomes distasteful to 
him, and his “faint irreligiousness may become set¬ 
tled unbelief.” 

In more than one line the Catholic Church sets 
an example which other Churches might follow. 
Wherein lies the power of their service? ’“There 
is much to do and more to see.” Junior workers 
may well learn a lesson from them. If eighty-five 
per cent of all we learn goes in through “eye-gate,” 
and we really learn only what we afterward put into 
action, then truly “much to do and more to see” 
would not be a bad motto for Junior Workers to 
follow. 

2. Method. —(i) Indirect. In the Junior Ep- 
worth League two methods of instruction are 
adopted. The first, that of atmosphere, which is 
the keynote underlying every meeting, plan, or de¬ 
partment, and will be discussed largely in connec¬ 
tion with the different subjects. 

(2) Direct. This is embodied in the Course of 
Study arranged for the Junior Epworth League and 
other Junior organizations. 

The intention of the Bible Study in the 
Junior League is that the boys and girls may 
so know the Bible that it may, in living truth, be¬ 
come their Guide-book, and that its truths may be 
transformed into character; that David may not only 
stand to them for the boy who slew the giant, but 
that his faith in God would enable him to conquer 
any enemy, and if David could, I can. 

The Primary Section, which includes children 


28 


Making Men and Women. 


under ten, no text-book except the Bible should be 
in the hands of the children, that they may be taught 
to use, love, and reverence God’s Word. The mem¬ 
ory work should consist of Bible verses that are 
especially adapted to children. The meaning and 
practical application of these verses to daily life 
should be brought out in stories before the words 
are memorized. In learning these verses the book, 
chapter, and verse should always be learned, and 
weekly Bible drills given, that the children may be 
able to turn readily to any verse. 

The Bible stories should be told with all the 
life and enthusiasm of one who has studied and 
prayed himself into them. In telling the story, only 
those facts need be included which will emphasize 
the great truth which is to be brought into the life 
of the children. If other facts are told, it should 
be in such an incidental way as not to detract from 
the lesson to be impressed. 

In telling of Joseph, the man who could be 
trusted or depended upon, emphasize the fact of his 
finding his brothers and delivering his father's mes¬ 
sage ; that in prison the jailer found a prisoner whom 
he could depend upon, and therefore gave him cer¬ 
tain responsibilities, the faithful discharge of which 
finally brought him before the king, and opened the 
door for larger duties in which he was equally 
faithful. God, seeing that he was a man to be de¬ 
pended upon, brought to him the great opportunity 
of his life, that of saving the lives of his brothers 
who had sold him into Egypt, and of providing a 


Purpose: op Organization. 29 

home for his father. In this story the dreams of 
Joseph in his younger days, the coat of many colors, 
and many details of his life in Egypt, will add 
nothing to the impression which the story should 
have on the heart and life of the child. A story 
well told will impel to action. 

The children should be allowed and encouraged 
to illustrate the story for themselves. This may 
be done by free-hand cutting or by drawing. Single 
sheets of paper may be given them, on which to 
draw or mount their cuttings, and these later be 
made into books. The children should be encour¬ 
aged to talk about the story as they illustrate it. 
In some cases it may be well for the teacher to bring 
pictures or cuttings, to help in the illustrations. 

Study carried out in this line necessitates the 
division into small classes for the hand work, but 
workers will be found to help in this part of the 
work who will not feel that they could tell the story. 
Where a child can do so, let him write some point 
in the story on his page. 

A sand table may be used with the younger chil¬ 
dren. If the twenty-third Psalm is to be learned, 
a few white beans will do for the sheep, a bit of 
green for the green pastures, and a piece of blue 
ribbon for the still waters. The sand may. easily 
be packed to form the hills and valleys. Some 
stories may be lived out by the children. 

How Can all this be done with the appliances 
found in the ordinary church ? A broad plank 
placed on two boxes will furnish a very usable table, 


30 Making Men and Women. 

soft lead-pencils and heavy paper are accessible to 
every one, and blunt-pointed scissors may be pro¬ 
cured from any hardware house for a few cents. 
Ideal appliances may not be possible to all, but a 
little ingenuity wisely exercised will produce won¬ 
derful results. 

The half hour given to study should be so di¬ 
vided as to regularly give about ten minutes to the 
memory work, preferably the first ten, and the rest 
to the story and its illustrations. The story itself 
should rarely take more than from eight to ten 
minutes. 

Second Year .—The memory work for thie year 
should be carried out according to suggestions given 
for the first year. The verses of the Bible story, 
which bring out the truth to be impressed, should 
be read by the Superintendent, and any unfamiliar 
expressions made clear. Before the following Sun¬ 
day the Juniors should be expected to read these 
verses themselves. In order to accomplish this, let 
each child be given a card on which is written the 
text to be read. A card bearing the words, “I 
have read.,” may be given. The return¬ 

ing of this card, signed, would afford an easy way 
of keeping a record of the reading done. 

After the memory drill, the story read should 
be retold by the Juniors, and the book and chapters 
in which it is found given. The hand work for this 
year should be the making of books illustrating the 
Bible stories. The name of the character who is 
being studied may be placed at the top of the page, 



Purpose op Organization. 31 

with the reference given on the card, the miniature 
Perry Pictures or other illustrations of the lesson 
arranged below, and at the bottom of the page a 
verse, selected by the Junior himself from those 
read, may be written. This work should be com¬ 
pleted before the Bible story for the next week is 
read. 

During this year the work may be varied by 
making a Junior League Bible Scrap-book, to be kept 
in the League, or sent to some hospital or Children’s 
Home, instead of individual books. In this case 
the Juniors should bring pictures or make maps and 
drawings to be put in the book, choose the verse to 
be written and the one to paste in the pictures, and 
write the text and verse. 

Third Year .—The purpose of all work with the 
Primary child must be to make him acquainted with 
the Heavenly Father. This year we will try to 
accomplish this by making him better acquainted 
with God’s book, using for our text-book Memory 
Work Leaflet II, Section I, marked, “The Old 
Testament.” 

The Plan. Let every child make for himself a 
booklet for each book of the Bible, binding those 
of each division in a different color, and fastening 
together the books of each group. For the making 
of these booklets we would suggest that four pages 
be allowed for each. The size may be determined 
by the Superintendent. A legal size tablet of soft 
finish paper may be used, the sheet being folded to 
form four pages or a smaller size may* be used. 
The colored papers for the covers can be secured 
from almost any printing shop. 


32 


Making Men and Women. 


Only those verses marked “Memory Verses need 
be memorized. 

All verses, unless otherwise indicated, may be 
written at the bottom of the page. 

JUNIOR SECTION. 

The Junior Section of the Junior League pre¬ 
sents a problem entirely distinct from the Primary 
Section, nor is the question here the one that comes 
later, of how to hold the boys and girls. The great 
problem is how to interest them so as to accom¬ 
plish the desired results. Perhaps at no age is it 
more true that a child can be instructed only through 
his interests than at this age. The great question 
then, is, what are his interests? Watch him. It 
is the hard things he wants to do; anything that his 
older brother does has a great interest for him. He 
no longer admits to being afraid or of being unable 
to do anything that he sees done. Tales of travel 
and wild adventure thrill him; the cowboy of the 
wild West becomes his ideal, and he tries to imitate 
him. New instincts begin to awaken. Prayer, per¬ 
severance, and patience must now be the watchword, 
but the keynote to success is Work. Give the 
Juniors of this age something to do—something 
hard! 

At this time boys and girls are frequently antag¬ 
onistic to each other, especially in the social work, 
and more may often be accomplished by separating 
them. 


Purpose of Organization. 33 

The course of study prescribed gives some genu¬ 
ine work to be done, and will put them on their 
mettle. The Story of the Bible, the laborious writ¬ 
ing of the old manuscripts, with the curious looking 
characters, their preservation, and the difficulties of 
translation, are full enough of the marvelous to 
awaken the liveliest interest, and may be used to 
•forestall any doubt as to the Divinity of the Bible. 
This part of the course may be taught through a re¬ 
search class, starting out to see what it can learn 
about the Bible. The story and illustrations found 
in “The Story of Our Bible” will furnish the needed 
material, which may be used not only for such a 
class, but as a series of stories when this seems de¬ 
sirable. 

The journeys in the Holy Land should be given 
with the use of maps. Each one should in the be¬ 
ginning make his own outline map, and fill in the 
places as they come into the story. Symbols may be 
used in marking the places; as, a well at Sychar, 
water-jars for Cana, trees for Gethsemane, a star 
for Bethlehem, etc. It is suggested that each Junior 
provide himself with a light board, about nine by 
twelve inches, on which his paper for map may be 
tacked. This will give him a good-sized map, and 
will prevent its becoming wrinkled and soiled. The 
name of the owner may be put on the back of each, 
the boards collected at the close of the meeting, 
and kept in the League room. 

Make the journey a real one. In the beginning 
let the Juniors, with the assistance of the teacher, 


3 


34 


Making Men and Women. 

make a list of things they would want to see and 
know about these places if they were to visit them; 
as, where each one is; how to get to it; things of 
special interest in the place itself; noted people who 
have lived or visited there; and something of the 
history of the place. Assign certain topics each 
week. Get the boys and girls to watch for illustra¬ 
tions that will add interest. Let each Junior keep 
a journal, beginning the day they leave home; giving 
name of railroad and incidents of journey to New 
York; description of ship in which they sail; places 
at which they touch on voyage; menu at different 
points; inserting pictures, post-cards, and anything 
that will be of interest. The same plan should be 
carried out after reaching the Holy Land. This 
journey may be made more or less extensive by the 
number of places visited and incidents looked up. 
There is much of secular history connected with 
these places, as well as Bible story. Many Old 
Testament incidents will add greatly to the interest 
in the New Testament stories. Geography, history, 
biography, will all lend their charm. Use the Bible 
for this work, letting the Juniors find things for 
themselves, and reason out connections. 

Have some of the Juniors prepare an outline 
map for the wall before beginning this journey, as 
it will assist them in correctly locating places on 
their maps, if the teacher does this before them, on 
the larger map. For this map a yard of heavy mus¬ 
lin and some water-colors will be good material. 
Some of the ingenious Juniors might prepare sets 



Purpose: op Organization. 


35 


of Holy Land post-cards and sell them to the others, 
and thus add to the Junior finances. 

In connection with this study, literature is rich; 
descriptions, poems, and stories may be read as dif¬ 
ferent places are visited. 

Stories of Bible Victories will form the basis for 
much heart-to-heart work. The victor is the hero 
of these hero-worshiping boys and girls, and during 
this age fighting seems to them to be the royal road 
to honor and fame. This is the leader’s opportunity 
to instill the great lessons of the conquest of self, 
and victory over wrong, and to make the moral hero 
greater than he who wins in battle. 

The memory work for this section will bring 
together stories of the Primary Section and 
give a view of the entire Bible. This work 
is outlined in Memory Work No. 2, which so 
arranges the study that the names of the books 
of the Bible shall not simply be unintelligible 
names, but shall each stand for what the book 
contains, thus giving a working basis for further 
Bible study. 

Intermediate Section. 

In Bible study, as well as every other line, the 
work of this section will differ quite materially 
from that of the other sections. The text¬ 
books should be in the hands of the boys 
and girls, and individual study take the place 
of general stories; but the work must largely 
be done in the class, as the secular schools fill the 


36 


Making Men and Women. 


week-days too full to allow time for much home 
study. The design is that this section shall round 
out and supplement that of the other two sections, 
bringing the disconnected stories into a complete 
whole. 

The study of the first year should be from the 
Old Testament, and can be carried out most success¬ 
fully as a “hero study.” This should be followed the 
second year by a study of “Christ, the Ideal Hero” 
and completed in the third year with “Heroes of 
the Early Church.” 

Childish methods must be abandoned, and the 
plans for study correlated with the work done in 
the high school. To hold and interest the boys and 
girls of this period, the work must be definitely 
planned and filled with activity. Here, as in no 
other section, the leader must know much more than 
he teaches. The measure of his power, other things 
being equal, will be in the direct ratio to the measure 
of his knowledge over that of the boys and girls. 
Professor Rochelleau illustrates this point by a 
square within a square, the measure of power be¬ 
ing represented by the distance between the two 
squares, thus: 


Pupil 


Teaching Power 


Teacher 


The inner square standing for the knowledge of the 
pupil, the outer for the knowledge of the teacher, 









Purpose: of Organization. 


37 


the distance between the two representing the teach¬ 
ing power. 

A boy’s respect for Bible study is frequently 
measured by what the teacher knows, as, in his 
estimation, that is a mark of the teacher’s valuation 
of the Bible. 

G. Stanley Hall says: “If there is any time in 
life when religion is needed, it is during this stormy 
period of youth,” and the religion which boys 
and girls glean through well-directed Bible study is 
that which takes hold of them, because coming into 
their consciousness unbidden, as a result of their 
own study; their reason responds and God’s Word 
has an opportunity to “accomplish that whereunto 
it was sent.” 

Better results will frequently be achieved if the 
boys and girls are in separate classes. 

As in the secular school much of the instruction 
comes through the side-lights, so, in Bible study; 
history, science, literature, and nature are replete 
with material for adding interest and information. 
Suggest the reading of such books as “The Prince 
of the House of David,” “Ben Hur,” “Titus,” “The 
Wrestler of Philippi;” ask the boys and girls to 
look up noted poems, as “The Destruction of Sen¬ 
nacherib’s Army,” “Burial of Moses,” Christmas 
Poems; watch for the Bible in Art, as in it may be 
found copies of the Masters, in the Perrv, Brown, 
or Wilde Pictures; note how the discoveries of mod¬ 
ern science are but the fulfillment of Bible proph¬ 
ecies. 


38 Making Men and Women. 

A study of the customs and usages in Palestine 
to-day will give a living interest to many things 
where the words themselves convey but little mean¬ 
ing, as when “the nobleman went into a far coun¬ 
try.” How much interest is added when we know 
that to-day, as in the days of Christ, the nobleman, 
when he has some property claim to be adjusted 
that has passed from one court to another, but has 
not been satisfactorily settled, “goes to a far coun¬ 
try” to make his final appeal to the Sultan of Turkey 
at Constantinople. He never goes to the capital or 
to Constantinople, but to “the far country.” 

Encourage all possible originality in this Bible 
study, and make the use of the note-books a pleas¬ 
ure. The use of the loose leaves, which may be tied 
together with prettily decorated cover, is often an 
incentive to careful work. 

The memory work for this section, like the Bible 
study, should in method come more closely to the 
work done by the Epworth League, and while the 
Word of God should be hidden in the heart as in 
the other sections, it should be given in such a form 
as greatly to increase its searching power. It shoukl 
here become “the 'two-edged sword,” but must be 
allowed to do its own cutting. Frequently its edges 
are blunted by those who try to do the work which 
the Word was intended by God to do. 

The little book, “Some of God’s Promises,” by 
Mrs. F. Q. Beeson, is an arrangement of the prom¬ 
ises and their conditions, which, while it suggests, 
does not moralize or try to force the cutting process. 



Purpose oe Organization. 39 

It is recommended that during the summer 
months the regular study be dropped entirely, and 
nature study or nature stories be substituted. If 
the attendance be smaller, it may be wise for all 
divisions of one section to meet together for study. 
Let the study be upon topics that shall clearly show 
God’s hand in nature. All nature stories must point 
to nature’s God. When possible, let the summer 
meetings be held out of doors. In some cases it 
may be wiser to hold the devotional meetings in the 
church, and then go out of doors for the story, when 
the children will be divided into smaller groups. 

Our Church .—In a gathering representing sev¬ 
eral different families the question was asked, “Why 
are you a Methodist ?” The answer without a mo¬ 
ment’s hesitation, or a single exception, was, “Be¬ 
cause I was brought up in that Church,” “Because 
my father was,” “Because I went to a Methodist 
Sunday-school.” Not one replied, “Because I be¬ 
lieve in the doctrines and government of that 
Church.” 

On the other hand, the question is frequently 
asked, “Why are so many children of Methodist 
parentage drifting into other Churches?” Is it not 
because there is no strong tie binding them to ^ny 
Church, and they are governed in their selection of 
a Church home by chance, social environment, or 
personal feeling toward an individual minister ? 
Would not Methodism be safeguarded if her young 
people knew and loved the Church for what it is, 
and what it stands for? 


40 Making Men and Women. 

It has been said that the training of a child 
should begin with its grandparents. While this 
may be very true, it is equally true that it should 
not end there. The grandparents of many of our 
boys and girls to-day were well-founded in the doc¬ 
trines and usages of Methodism, but something more 
is necessary. Who can read the thrilling stories of 
the pioneers of our Church without feeling that God 
has set His seal upon it? To the youth who love 
to read of the real struggles and victories of real 
men and women, should be given the stories of the 
Church in its early days, not alone for the knowl¬ 
edge that they will gain, but for the respect that it 
will give them for Methodism. 

Doctrines are usually considered dry and unin¬ 
teresting, and to-day Churches believe so much alike, 
why insist on the children learning them? This 
question may be answered by another: What boy 
does not like to know the reason for things, and 
how many a youth might have escaped “Doubting 
Castle” had he just known definitely what he did 
believe? By the study of doctrines, long, dull dis¬ 
cussions are not intended, but a clear, short state¬ 
ment that shall make our boys and girls wise unto 
salvation. Such a statement is found in the little 
leaflet, “Ten Doctrines of Grace,” by Bishop Vin¬ 
cent, and in the new Junior Catechism. 

In secular schools one hears the children of the 
primary-rooms talking about civil government, while 
in the Church the gray-haired member frequently 
knows little of the polity of the Church at large; 



Purpose of Organization. 41 

and it is not uncommon to find an official board that 
is a law unto itself; while the significance of the 
grand old name, Methodist Episcopal Church, is a 
puzzle to many an adult Church member. Why 
Episcopal ? 

A study of our Church, its connectional form 
of government and supervision will do much to 
make our youth loyal, intelligent Methodists. An¬ 
other consideration is, that unless our boys and 
girls acquire this knowledge in the Junior League, 
the strong probability is they will never gain it. 

Church benevolence is a very vague term in the 
minds of many a Junior League Superintendent. 
At a recent convention one said, "‘I was a member 
of the Church fifteen years before I knew there 
were any Church benevolences.” The tendency of 
the age to specialize, places before us the danger 
of our boys and girls becoming onesided Meth¬ 
odists; in one Church, where missionary zeal runs 
high, Methodism stands for them for Foreign Mis¬ 
sions; in another locality they become Home Mis¬ 
sionary Methodists, or they may look upon the 
Church as a Deaconess organization. Methodism is 
many-sided; her connectional interests are broad: 
one is as important as another; all are God’s work; 
all are one in the Church. Adults may, if so led, 
select their field of special effort; but our boys and 
girls are only in the process of development, and 
fairness to them, as well as justice to the Church, 
demands that not Missions, not Church Extension, 
not Deaconess Work, but every line of our great 


42 Making Men and Women. 

benevolences be taught, that the Church may have 
well rounded Christians, loyal not to any one branch, 
but to the Methodist Church as a whole. 

In the teaching of Church benevolences the sub¬ 
ject of giving must have a prominent place. “Can 
you suggest some new way for the Juniors to raise 
money for missions ?” is a question that is asked 
again and again. There can be but one way rightly 
to answer this question: Train the children of Meth¬ 
odism to give systematically to the Lord’s work. 
True, this may take many dollars from the funds 
of the Missionary Society next year, and the year 
after, but the great question is, whether the work 
of God in this world will be forwarded more by a 
Junior Entertainment, by means of which thirty, 
forty, or even a hundred dollars is turned over to 
the Missionary Society, or by instilling in the hearts 
of the boys and girls the great principle of sys¬ 
tematic giving. It may mean cents instead of dol¬ 
lars in actual money to-day; it will mean dollars 
instead of cents to-morrow. 

Looking at another side: to many of the youth 
of to-day the Church stands for a money-making 
organization, and the Junior League as a part of 
the same great scheme. That organization which 
reports the largest amount of money raised has been 
the most successful, and our boys and girls move 
on into the Senior Society to plan larger entertain¬ 
ments, to raise more money for missions, or for the 
local Church. 

Our Lord’s command is: “On the first day of 



Purpose of Organization. 43 

the week let every one of you lay by him in store, as 
God as prospered him.” But, some will say, our 
boys and girk do not have a regular allowance. 
True, and right here the parents need instruction; 
but even the very little children do have money, 
and they can be taught to have the Lord’s bank, 
into which a certain part of the money given them 
may be put. Again, the large majority of them, if 
they become interested in so doing, will make some 
arrangement whereby they may earn a certain 
amount each week for the Lord’s money, that the) 
may give to Him of their own. All this can not 
be accomplished at once, but it should be the end 
toward which the Junior League is working. The 
principle of systematic giving instilled in the hearts 
of the Juniors of to-day, the habit formed in their 
lives, will send the gospel of Christ to the uttermost 
parts of the earth in the generation to come, and 
“begging sermons” will be unknown. 

III. Social. 

The social work with children means the direct¬ 
ing of their social activities, not so much in the line 
of regular socials at stated times, as in affording 
avenues for such social intercourse as shall tend 
to develop the altruistic feelings, and at the same 
time be the means of building up strong character. 

The social work must have a large place in the 
plans for boys and girls. A boy’s first 'criticism of 
the Church is, that there is “nothing doing,” and for 
him it is an almost fatal defect. Psychologists claim 


44 


Making Men and Women. 


that the predominant instinct during adolescence is 
the social. This is the age of the street gang, and 
the Church club; the age for the s*ecret societies 
which meet in caves or barns to smoke, play cards, 
read unwholesome books; the age of the athletic 
association, the debating club, the reading circle, or 
the choral society. The instinct of association is at 
its height. Under the right leadership this social 
demand may be made a strong factor in the develop¬ 
ment of character and the strengthening of Church 
ties. 

No better opportunity can be found for incul¬ 
cating a spirit of honesty, justice, unselfishness, or 
gentleness than on the play-ground, or in group 
organizations of any kind. Here, too, is found the 
best opportunity for studying, and getting ac¬ 
quainted with, the real boy and girl. Too often the 
Sunday suit entirely conceals the Monday boy. Too 
often the teacher’s “good clothes” build an unsur- 
mountable barrier between him and the boys. On the 
ball-field they rub against one another, and ;come 
into an intimacy that might never *be attained in a 
devotional meeting. The saying of Paul, “I am 
become all things to all men, that by all means I 
might save some,” may well be taken as the motto 
for the Junior Teague. The social work is one of 
the strongest levers for spiritual development. The 
social department affords the best opportunity for 
cementing the boys and girls to the Church. They 
must have their fun and activity somewhere; if they 
can look to the Church for their pleasure they will 





Purpose op Organization. 45 

be there; but if not, they will be found where they 
can find the social environment which they must 
have. 

Here again it is the social life of the boy and 
girl that they want, not that of the adult, and in 
this the grown person while he must lead, must first 
follow, until he has come into such close touch with 
boy and girl nature that he can be one with them 
in their desires and pleasures, and can lead by plan¬ 
ning with, not for them. The m<fct successful social 
work is that planned by the Juniors themselves, 
crude in the beginning, constantly developing, with 
chariot always “hitched to the stars.” Wise is the 
Junior leader who can utilize the crude beginning, 
which he might so easily make perfect, be patient 
with its vagaries in development, foster the am¬ 
bitions, and help the boys and girls to direct them 
toward the best ends. 

In the social lines, again, is found the great 
necessity for age division. For children under ten 
the social problem is not a serious one, and will not 
enter very largely into the Junior plans, as home 
and play-ground are the natural field for the social 
activities of this age, and an occasional party or 
picnic will, as a rule, satisfy them. 

Boys and girls from ten to fourteen seem nat¬ 
urally antagonistic to each other, and in their own 
organizations never are together. This fact is a sug¬ 
gestive one to Junior workers: then too this is dis¬ 
tinctively the out-of-door age, and out-of-door ac¬ 
tivities furnish a natural outlet for the superfluous 


46 'Making Men and Women. 

energy. With the transition to the middle adolescent 
age, from fourteen to eighteen, comes the time of 
restlessness, when “a fellow has got to go some 
place.” This is the time of golden opportunity for 
the Church through its Junior organization. Boys 
and girls are of more value than church carpets. 
They must have a place of rendezvous; the saloon, 
the cigar store, the candy kitchen, all open their 
doors to them. They really prefer the clean, whole¬ 
some atmosphere^, but some place they must have, 
where they will feel free and at home. The Church 
which would hold her boys must furnish this place. 
Occasionally boys and girls of this age wish a joint 
meeting, as antagonism is giving place to attraction, 
but for their regular meetings they still prefer to 
be by themselves. A week-day gathering of some 
kind becomes almost a necessity, for organization 
is the instinct of the age. 




CHAPTER III. 


THE DEPARTMENTS. 

First Department—Spiritual Work. 

“The first work of the Junior League is the de¬ 
velopment of true heart-life. The conversion of the 
young people and their development in Christian 
character should be the purpose of every Junior 
Superintendent. Plain and simple instruction shall 
be given in the Bible, in Christian duties, and in the 
doctrines of our Church. The boys and girls shall 
be developed in Christian experience and trained to 
spiritual activities, as their advancement toward in¬ 
tellectual and religious maturity may permit. When 
converted, they shall be trained and inspired to lead 
others to Christ. The daily reading of the Bible 
shall be encouraged.” 

According to the Constitution, the work of this 
department is threefold. These are so interwoven 
that in the discussion of them one must of necessity 
overlap the other. 

i. The Conversion and Development in 
Christian Character. —This really covers the en¬ 
tire work of the Junior League, as all else is but a 
means to this one end. The essential method of all 
spiritual work with Juniors is the sharing with them 
the spiritual life of the leader. 

47 


48 Making Men and Women. 

(a) Devotional Meeting .—The principal field 
for this work, however, is ordinarily found in the 
devotional meeting, though this must ever be sec¬ 
ondary to the personal work with the boys and girls. 

If one accepts the definition that boys and girls 
are men and women in the making, he will come to 
a far better basis from which to work than if he 
adheres to the now obsolete idea that children are 
little men and women. Men and women in the 
making, it is true, possessing possibilities. for the 
future, but at the present having a very distinctive 
place of their own, form the Junior League problem. 

Who for a moment would say that bread in the 
making should be submitted to just the same treat¬ 
ment as bread when.it is made, only in a simpler 
form? 

Perhaps in no one line of work is the distinction 
between the needs of children and adults greater 
than in the devotional service. 

Boys and girls in a healthy, normal condition do 
not often plan devotional meetings for themselves. 
Such meetings do not originate with them, and 
hence should receive the wisest and most careful 
attention from those who plan them. 

They should be brief. From twenty to thirty 
minutes is long enough for the devotional part of 
the session, and is about as much as live boys and 
girls can stand “of that sort of thing.” 

The program should be planned with a view to 
keeping the interest alive. The opening service, an¬ 
nouncing the hymns, reading Scripture lesson, and 



The; Departments. 


49 


making announcements may be conducted by the 
First Vice-President of the Juniors, or some chosen 
leader if desired; but the prayer should always be 
offered by a grown person. The prayer should be 
deeply reverential, as much of the devotional atmos • 
phere of the meeting depends upon it, and the real 
helpfulness of the service rests so largely on the at¬ 
mosphere. 

The topic assigned for the day should be given 
by the Superintendent. In this lies the spiritual food 
which is intended for the growth and upbuilding 
of the boys and girls. They themselves have not 
reached that stage of mental development where it 
is possible for them to grasp the full meaning of the 
Bible text, or so to formulate it as to bring it to 
the Juniors in the most helpful way. Then, too, 
they have not had the experience, either in every¬ 
day or in religious life, that will enable them to feel 
the deep spiritual lesson, or to present it with power. 

The picture left by a child’s presentation of the 
topic will rarely impel to action. When a boy or 
girl gets up to do such work, there is unavoidably 
an element of self-consciousness that is not helpful. 
At the same time the other members of the League 
are more interested in the person than in what he 
says. 

In the great majority of Junior Societies all 
meet together for the devotional service, even 
though later they be graded for class work. This 
presents a problem that no youth is capable of cop¬ 
ing with. 

4 


50 Making Men and Women. 

The spiritual food for the impulsive child must 
be given largely by example, as imitation is a pre¬ 
dominant characteristic of this age, which must be 
so wisely and carefully dealt with. Here it is, the 
truth must be taught through stories. These stories, 
however, must be so told that this truth makes its 
own impression, as the youth of this age are ever 
on the alert to detect an effort to teach a truth, 
and a moral or application tacked on is at once 
repelled. 

For the middle adolescent period there must 
needs be a radical change of method. For this 
reason it is wise, after the opening song and prayer, 
for the Intermediates to go to their own classes, and 
each hold its own devotional service, that the 
special needs of the individual classes may be met. 
Reason begins to assert itself, and only he who has 
come into such close, sympathetic touch with the 
boys and girls that he can share with them his own 
spiritual life, who can be to them a friend in the 
highest sense of the word, can lead them into a full 
consciousness of personal consecration. 

The sharing with them of one’s spiritual life; 
the touching of their lives at every point with a liv¬ 
ing, pulsating Christian experience; the creating of 
a spiritual atmosphere, can only be done by one who 
is already in full possession of a religious life and 
experience. 

In regard to the question of boys and girls lead¬ 
ing in prayer and testifying there is much difference 
of opinion. Students of children tell us that it is 




The; Departments. 51 

contrary to boy and girl nature. At the age of our 
Juniors, while there is apt to be a great heart¬ 
longing after God, which often the boy himself does 
not recognize, at the same time it is a period of the 
greatest reticence in the expression of any of the 
deeper feelings, especially of the religious feelings. 
Then, too, it is a time when a boy does not know 
himself, and he is apt to be abnormally conscientious’ 
and strict with himself. If he is an earnest, thought¬ 
ful boy he simply can not, and will not, express in 
public what he is questioning about in his own mind. 

On the other hand, there are those who feel an 
intense desire to take this public stand and tell of 
their love for God; but from natural timidity and 
their inability to put into words what they feel, the 
testimony meeting becomes a time of torture for 
them. The more shallow boys and girls are usually 
the ones who are the most ready to testify and pray 
in meeting. In many instances the testimonies are 
but the repetition of words and phrases they have 
heard from the lips of grown-up people, and the 
giving of testimony becomes mere parrot work or lip 
service, as in the case of the twelve-year-old boy 
who, being urged to the point of desperation, stood 
up and said, “Lo, these forty years the Lord has led 
and blessed me!” 

The cultivation of an informality and the use of 
the conversational method of conducting the Junior 
devotional meetings will preserve the spirit of the 
testimony meeting while doing away with its ob¬ 
jectionable features. In this way the boys and girls 


52 


Making Men and Women. 


may be led to a free, natural, and honest expression 
of their thoughts and opinions, which will give the 
Superintendent a glimpse into their real heart-life, 
and at the same time prepare the Juniors for “taking 
part in meeting” later. 

The song prayers, and prayer verses from the 
Bible, used as prayers, will accustom the boys and 
girls to the sound of their own voices, both collect¬ 
ively and singly, and will not keep the live boys 
away from the devotional meeting “because,” as one 
boy said, when asked why he did not go, “they talk 
too much with their mouths.” The command of 
Christ, “Be ye wise as serpents,” was certainly in¬ 
tended for the Superintendent of the Junior League. 

(b) The Program .—The program should be 
simple in thought, but dignified in language and 
spirit. Let it be full of life, but reverent through¬ 
out. A program should be .carefully prepared and 
three written copies made for each meeting, one 
for the pianist, one for the Junior leader, and one 
for the Superintendent. % This program should be 
sufficiently varied in the detail to avoid monotony, 
but in general outline should be sufficiently fixed to 
avoid confusion. 

It is wise occasionally to set aside entirely the 
regular program for one Sunday, and arrange some¬ 
thing wholly different and unexpected. 

The music should be carefully selected with ref¬ 
erence to the topic for the day. The opening hymn 
should be one of praise, and a prayer hymn should 
precede or follow the prayer. 





The Departments. 


53 


SUGGESTED WEEKLY PROGRAM. 

Hymn of Praise. 

Psalm (or memory work given by different sections). 
Hymn. 

Prayer. 

Bible Drill. (Five minutes.) 

Offering and Announcements. 

Song. 

Devotional Topic. (Ten or fifteen minutes.) 

March. 

Study. (Thirty minutes.) 

March. 

Closing Song. 

MISSIONARY PROGRAM. 

Truth—The good news told by the angel was for 
everybody. 

Song—“When morning gilds the sky.” 

Recitation—Luke 2:8-14. 

Song—“The whole wide world for Jesus.” 

Reading the Sonora's Story. (Leaflet, price, 2c.) 
Song—“Jesus shall reign.” 

Recitation—The Making of a Cherub. (Leaflet.) 
Song—“Brightly gleams our banner.” 

Reading—A Little Friend in Africa. (Leaflet, 
price, 3c.) 

Song—“Cindy's Chance.” (W. H. M. S., Leaflet.) 

“I think when I read that sweet story of old.” 

The Hupa Indian Story. (W. H. M. S., Leaflet.) 
Song—“From all that dwell below the skies.” 

Prayer for those to whom the good news was sent, but 
who have not received it. 

Talk by the Superintendent about the silver offering 
to be taken next Sunday. 

Closing Song—“O for a thousand tongues to sing ” 



54 


Making Men and Women. 


This meeting must be prepared for in advance. 
The first three leaflets may be secured by writing 
to the Woman’s Foreign Missionary Rooms; the 
others from the Woman’s Home Missionary Office, 
Chicago, Ill. 

The hymns selected are from the new Church 
Hymnal. 


BAND OE MERCY PROGRAM. 

Truth—God takes care of the birds and animals. 

Let the following subjects be assigned in advance, and 
the Juniors be allowed to handle them in their own way: 
The books of Burroughs, Long, Seton Thompson, Olive 
Thorne Miller and Mother Nature’s Children, published by 
Ginn & Co., will any of them furnish the needed facts, 
while the boys and girls will be able to add many interest¬ 
ing things from their own observation. 

Song—“All hail the power of Jesus’ name.” 

Cradling the Baby—Nests, ant-hills, home of squirrels 
and other animals, showing how God has taught each to 
provide in the very best way for the care of his own family. 

Setting the Table—God’s provision for food. (See the 
suggestions given in Seton Thompson’s story of the Cotton¬ 
tailed Rabbit.) 

Clothing the Family—Shells, fur, feathers; a heavier 
set of clothes for winter, etc. 

Training or Teaching the Children—God has taught 
each animal and bird parent certain things that must be 
taught the young. 

Helping One Another—Beautifully brought out in 
Mother Nature’s Children. 

Laying up Food. 

Our Part—After God has done all this for the birds and 
animals, He has still left something for us to do. In the 
winter many animals die for want of food. A severe storm 
may have blown off the berries that would have given the 




The Departments. 


55 


birds food. A hard crust of ice may shut the squirrels en¬ 
tirely away from their storehouse, and unless some one pro¬ 
vides food for them they will starve, or some other animal 
may have stolen all the nuts and seeds they had stored away. 

Songs Suggested—“All things bright and beautiful;” 
“God sees the little sparrow fall.” 

2. The Course oe Study. —Have one. Plan defi¬ 
nitely for it. Endeavor to carry out the course as 
suggested by the Board of The Epworth League. To 
do this it will be necessary to grade the Junior League. 
The number of grades will depend on the variation 
in ages. When the Juniors are all under thirteen, 
two distinct grades may be sufficient: those under 
ten in one grade; the older ones in another. Where 
there are older ones, a third grade will be necessary. 

This grading should be carefully observed, even 
though the League be very small. Six children, three 
ot seven and three of twelve years, can not do effect¬ 
ive work together. In many country schools there 
is but one child to a grade. Have an exact standard, 
and be sure that each child knows what the required 
work is. 

Where Juniors all meet together for the opening 
service, they should separate into grades or depart¬ 
ments for study, each grade having its own regular 
instruction. Where grades are large, subdivide 
them. With older children, separate boys and girls. 
Adapt the method of instruction to age and acquire¬ 
ments of the children. Let the first ten or fifteen 
minutes be given to the memory work. Follow this 
by general review of memory work, all standing. 


56 


Making Men and Women. 


Make this review full of life and a delight. Close 
with the Bible story, Missionary Lesson, or other 
special lesson. With the older grades, less time 
will be given to memory work and more to the Bible 
study. 

Use blackboard and pictures freely. The 
younger children may be asked to bring something 
the next Sunday that helps tell the story they have 
had to-day, or to illustrate the story with free-hand 
cuttings or drawings. If the lesson has been on the 
creation, they may bring cuttings or pictures of 
stars, birds, animals, etc., that God made. Those 
whp are reading the Bible story, may be asked to 
bring something that will illustrate the story for the 
day. Use the boys and girls of the Intermediate 
Departments for making maps, hunting up pictures, 
or drawing them. Often flagging interest may be 
revived by making some manual preparation for the 
lesson. 

Make the work so full of life and interest that it 
will be play rather than work. 

Learn how to tell a Bible story so that it will 
be as interesting as a fairy tale. 


THE COURSE OF STUDY FOR THE JUNIOR LEAGUE 

One great aim in this course is to provide such 
training as shall cover that called for in the Disci¬ 
pline of the Methodist Church for baptized children 
and probationers. While endeavoring to create a 



The; Departments. 


57 


taste for Bible study and train true and loyal Meth¬ 
odists, the spiritual development of the boys and 
girls is the all-important work of the Junior League. 
That this development may be normal, that the 
Juniors may grow toward God naturally, has been 
the purpose underlying the preparation of the Junior 
League Course of Study. 

Believing with G. Stanley Hall that th£ story 
holds the most important place in education, the 
Bible study for the first two sections is based on 
Bible stories. 

Realizing that children under ten years of age 
are not mentally prepared for historical study, the 
stories selected have been chosen, not for their chron¬ 
ological connection, nor for the facts which they 
contain, but for the great underlying truth in the 
life which they portray, and for the influence which 
that truth may have in forming and building the 
Characters of the boys and girls. 

The memory work for the Primary Section will 
be based on the same principle, that the children 
may hide in their hearts the Word that shall make 
them strong in their \daily lives. 

During the reading age—from nine to twelve 
or fourteen—is the important time to cultivate the 
taste for, and the habit of, Bible reading. There¬ 
fore no text-books will be recommended for the 
Primary or Junior Sections except the Bible (Amer¬ 
ican Revised, if possible). Manuals will be pre¬ 
pared for the teachers and other helps suggested. 


58 Making Men and Women. 

Stories of Church benevolences will also be prepared 
for the Primary Section. 

The work for the Junior Section is for the boys 
and girls who in the public schools are becoming 
interested in history and geography. These inter¬ 
ests will be carried into the Bible work, which will 
include the Story of the Bible, Bible Stories of 
Great Victories, and Journeys through the Holy 
Land. 

The memory work will give them an introduc¬ 
tion to the Bible as a whole, while the Catechism 
(the Junior Catechism) will introduce them to the 
doctrines and beliefs of Methodism. Stories of 
early heroes of Methodism will prepare the way 
for a more definite historical study in the Inter¬ 
mediate Section. 

The Bible study of the Intermediate Section will 
give an outline study of the entire Bible, through 
the courses in “Old Testament Heroes,” the 
“Life of Christ,” and “The Apostolic Church.” 
Church History and Government, Church Benevo¬ 
lences, and the Ten Doctrines of Grace will be in¬ 
cluded in the work of this section. 

The memory work will be based on “Some of 
God’s Promises to Me,” by Mrs. O. D. Beeson. 

Let it be remembered that each of these sections 
is intended to cover a period of three years. The 
work assigned for each year is not more than can 
be easily accomplished in the regular League hour. 
Many will be able to do much more, and, to meet 
this, supplemental work will be suggested. 



The Departments. 


59 


In addition to the above sections, a course will 
be suggested for those preparing for Church mem¬ 
bership, and credit may be given for the completion 
of this work where it is substituted for the regular 
work for the year. 

GENERAE OUTLINE OF COURSE OF STUDY.' 

PRIMARY SECTION. 

Bible Stories. 

Stories of Church Benevolences. 

Bible Memory Work. 

Hymns. 


JUNIOR SECTION. 


Bible Study: 

Bible Stories of Great Victories. 
Journeys Through the Holy Land. 
The Story of the Bible. 

Methodist Catechism. 

Bible Memory Work. 

Heroes of Methodism. 

Hymns. 

INTERMEDIATE SECTION. 

Bible Study : 

Old Testament Heroes. 

The Life of Christ. 

The Apostolic Church. 

Bible Memory Work. 

Church Activities. 

Church Government. 

Church History. 

Hymns. 


6o 


Making Men and Women. 


PROBATIONERS COURSE. 

I. Church Government Doctrines and Sacraments. 

1 . Our Own Church. 2 . Membership Manual. 

II. Church History. 

III. Christian Stewardship—Current Book. 

IV. The Church at Work—The Romance of Meth¬ 

odism. 

Diplomas will be given upon the completion of 
the work in any one section, and seals added for the 
other sections. This will enable boys and girls who 
begin the study in the Junior or Intermediate Sec¬ 
tions to secure a diploma even though they have not 
been in the Primary Section, and will also act as 
an incentive to them to make up any omitted work, 
that they may secure all the seals. 

Some workers have found that boys and girls 
of fifteen and sixteen felt it was childish to receive 
diplomas when they graduated from the Junior 
League, and even though these may be isolated 
cases, such Junior leaders will hail this plan as a 
means of obviating this difficulty. 

HOW TO DO IT. 

“I have looked over the new Course of Study. 
It may be all very good for large Leagues, but I 
can not see how it is to be used in a small League 
of not over forty members.” Such was the an¬ 
nouncement, in a tone of disappointment, by one 
who had been in Junior League work for six years. 



The: Departments. 


6l 


One month later the same person enthusiastically 
announced: “That new course is the best thing we 
ever had. We had reached the point where we did 
not know what to do next. The situation was a 
desperate one, but the new Course of Study has 
solved our problem.” 

What had wrought the change ? Simply a 
change in the point of view. The first disappointed 
remark was called out by the course letter for letter, 
as it appeared on the printed page; the second by 
the course adapted to the individual League and put 
into execution. It was simply an illustration of the 
old adage, “The proof of the pudding is in the 
eating.” 

Nine classes, with a full set of books for each 
class, and each taking up entirely new work, might 
well look appalling in a League of forty members, 
with the usual state of Junior League finances. 

Such an arrangement is not the first step, but 
the ultimate end as well as the natural result of the 
present plan. 

The first suggestion made in regard to the new 
Course was, and is, that all members of each section 
begin with the first year's work of that particular 
section. This, at the beginning, reduces the number 
of classes necessary to three, instead of nine, and 
for the most successful work on the Course of Study 
a grading of this kind is almost indispensable. 

However, in many Leagues, even when they are 
well graded and fully equipped with assistants, the 


62 Making Men and Women. 

entire membership are beginning with the required 
work of the Primary Section. The older boys and 
girls will be able to complete this much more quickly 
than the younger ones, and should be allowed to ad¬ 
vance as rapidly as they desire. 

In time this will naturally divide the League into 
two, and later into three sections. 

Until the time when this division must be made, 
the Junior Superintendent who simply finds it im¬ 
possible to secure assistants may carry out the reg¬ 
ular study in an undivided class, adapting the Bible 
stories to the needs of the class. . 

When the time comes for a division of the 
League, if one or two assistants are still among the 
impossibilities, the study periods may be divided, 
and the older boys and girls be utilized in helping 
the younger ones during the first half of the time. 
These may then be dismissed that the Superintend¬ 
ent may have the rest of the period for the older 
ones by themselves. 

The Text-hooks for the Juniors .—It is desirable, 
where possible, that a copy of the Memory Work 
Leaflet for each section be in the hands of each mem¬ 
ber of that respective section. In the Primary Sec¬ 
tion this is the only text-book except the Bible that 
it is necessary for the boys and girls to own. 

In the Junior Section it is recommended that 
each member have a copy of Memory Work Leaflet 
No. 2, and also a copy of the Junior Cathechism. 
In the Intermediate Section it is desirable that each 
have a copy of the Bible Study Book in the regular 




The: Departments. 


63 


course for the current year, and a Promise Book, 
either the authorized copy or one made in the class. 

It is suggested that, in so far as it is possible, 
each Junior purchase his own book or leaflet, pro¬ 
vision being made for those who can not do so. If 
these helps can not be purchased so that each 'may 
have one, the work can be' done if only the teachers 
have the books; but this is not the best way. 

3. Training in Spiritual Activities. 

(a) Prayer and Testimony . — Mrs. Timothy 
Prescott Frost writes, out of an experience of some 
years in Junior work: 

“I always believed that it was a very desirable 
thing for any Christian, however young or old, to 
pray and speak in the prayer-meetings of the 
Church, both for their own spiritual good and the 
good of others. 

“Many children are spiritually-minded, but timid, 
and need to be unconsciously drawn out of them¬ 
selves; others are forward, like to be conspicuous, 
and need much careful directing. I knew a boy 
who, just to amuse other young persons, knelt in 
a private parlor and prayed like a saint in most lofty 
language; he did it in jest, to show that he could do 
such things if he chose. 

“It is sometimes said that among our older young 
people the boys who talk and pray the most in the 
meetings are the ones that can not be trusted out¬ 
side the meetings. Alas, that this should ever be 
truthfully said ! There is a danger that we may lead 
children to suppose that the doing of these duties 


64 Making Men and .Women. 

is of more importance than a righteous life. In my 
first Junior League work I soon found myself face 
to face with these difficulties. Children are imita¬ 
tors. It is easy to get those who like to speak pieces 
to get up and echo what they have heard others say 
with no heart in it, or such as are naturally fluent of 
speech to make an elaborate prayer, using trite ex¬ 
pressions with no thought of definite needs or of 
what they are really doing. One thing I resolved, 
I would never train my Leaguers to be either par¬ 
rots or Pharisees. 

“I began first to draw them out to speak by talk¬ 
ing on some subject, and when they were thoroughly 
interested would ask their opinions about different 
things, or get them to tell something that had hap¬ 
pened to them, or would ask questions about Bible 
stories, getting them used to hearing their own 
voices and expressing themselves without feeling 
that they were talking in meeting. Then after quite 
a time I suggested to the chairman of the Spiritual 
Department that we ought to have more definite 
spiritual work done by our department. I said I 
had thought it would be an appropriate thing for 
some of the League members to offer prayer some¬ 
times in the meetings, but that I would not do such 
a thing as to embarrass any persons by asking them 
publicly unless I had their consent beforehand, and 
lest they would not feel free to tell me how they felt 
I would like her to ask them and let me know of 
any that would be willing to be called upon. 

“As I expected, she went away and prayed about 


The Departments. 


65 


it, and then came to me and said, ‘You may ask me 
to pray.’ I thanked her, and called upon her in the 
next meeting. After that she had courage to ask 
her intimate friend, and came and told me that she 
was willing to be called upon. Soon she had quite 
a list of names for me. 

“One girl said to me, ‘I never have trouble to 
talk to the Lord alone, but to fix it up for other 
folks to hear is what troubles me.’ So I endeavored 
to teach them that prayer was not fixing up words 
for other people to hear, but talking to God out of 
our own hearts, worshiping, thanking, and praising 
Him, and getting our hearts open to His messages 
to us.” 

Mrs. Frost suggests the keynote of the problem 
in the words, “I endeavored to teach them that 
prayer was not fixing up words for others to hear, 
but talking to God out of our own hearts.” 

The Juniors may be prepared for individual 
prayer by the leader asking, before the prayer, if 
there are any special things about which the boys 
and girls would like to have her talk to God, and 
embodying these in her prayer. Sometimes the 
special subjects of prayer may be written on the 
blackboard. Prayer songs, and prayer verses from 
the Bible may be used. The sentence prayer is the 
best form for children. Public prayer with young 
people should never be forced. It must be voluntary 
to be real prayer, and the moment it becomes mere 
words a change should be made, and no opportunity 
given for the Juniors to lead in prayer for a time. 

5 


66 


Making Men and Women. 


But not alone in public prayer should the Juniors 
be trained. Many of them must first be taught to 
pray. Many children even in Christian homes, 
where from babyhood they have been taught every 
night to kneel and say, “Now I lay me down to 
sleep,” or “Our Father which art in heaven,” have 
never really prayed. To others prayer means simplv 
asking: they do not know that adoration, worship, 
and praise, as well as petition, are a part of true 
prayer. They have not learned that “the heart’s 
sincere desire, unuttered or expressed,” is prayer, 
or that God hears the silent prayer sent up from the 
playground or the school-room, just as surely as the 
prayer offered when kneeling at the bedside. 

Many of the Juniors, particularly among the 
younger ones, need to be trained in the necessity of 
doing their part toward answering their own 
prayers, as in the case of the two little girls who 
were afraid of being late to school. One said, “Let 
us kneel right down here on the sidewalk, and ask 
God not to let us be late;” the other said,. “O no; 
let us run just as fast as we :can, and pray while we 
are running.” 

The best possible method of training in giving 
testimony is the conversational one in connection 
with the story or lesson. In this way the boys and 
girls are taught to express themselves naturally and 
easily; there is no embarrassment or feeling around 
for the proper words, and parrot work is avoided. 

Little children are natural imitators, and, no*: 
being troubled with the reticence of older boys and 



Thu Departments. 


67 


girls, are always glad to do what grown-up people 
do, and soon come to take part in the meeting as 
they would recite the multiplication table in school, 
and they can do it backward as well as forward, as 
far as any special meaning is concerned. 

Questions may be written on the blackboard, and 
different ones be called upon to express an opinion 
or answer them. 

The meaning of verses in the Scriptures or of 
certain hymns may be talked about, or occasionally 
a subject may be assigned one Sunday, to be thought 
about during the week and talked of the next Sun¬ 
day; as, “What does reverence for God's house 
mean?” “Does it really help us to pray?” “What 
does it mean to be a Christian?” “How can we 
'stand up for Jesus?’” etc. 

(b) Personal Work .—This is a subject that 
must be handled with great tact and delicacy, lest 
our Juniors become self-righteous; yet an interest 
in and a responsibility for those who know not 
Christ should be cultivated. 

In the words of Bishop Berry in telling of his 
own conversion: “If my father had said, ‘Tom and 
John stood up in meeting/ it would have been all 
right; if he had simply said, ‘They were converted/ 
I should not have minded it; but when he said, ‘They 
were soundly converted/ I knew it was all up with 
me; that they would be after me the first thing.” 

If our boys and girls are soundly converted, 
their first impulse is to go after some one else, and, 
like any other impulse that is aroused, unless some 


68 


Making Men and Women. 


avenue of action is opened to it, the effect on the 
boy is injurious instead of helpful; positive harm 
is done him. How shall this impulse be expended ? 
The invitations to others to attend the services, the 
Sunday-school, or Junior League meeting is the 
legitimate field of action for Juniors. The personal 
appeal of the child to unchristian parents has 
brought many a father and mother to Christ, but 
this appeal must be made in the child’s own way. 
Among his companions, the standing by his colors 
is often a boy’s best means of personal work. The 
simple, manly statement of, “Boys, I have decided 
to be a Christian; I wish you would, too ” may some¬ 
times be made; but, as a rule, boys and girls want 
to see it in actions first, and are inclined to resent 
what they feel to be, at least, an implied superiorty. 

With a chum one may talk freely, and often lead 
him also to take a stand; but a boy must do this in 
a boy’s way, and any attempt to follow a grown-up 
way will thwart all that he might accomplish. It 
is the genuine boyness of one boy with another that 
wins. 

Boys, and girls too, just naturally “have no use” 
for the boy who preaches. Tom Sawyer in his atti¬ 
tude toward “Model Willie” is a very good repre¬ 
sentative of the attitude of the normal adolescent. 

However, youth does admire the manly and 
straightforward, and the boy who does is a far more 
successful worker than the one who simply says. 

The First Vice-President, with his committee, 
will be responsible for finding leaders from among 


The Departments. 


69 


the Juniors to conduct the opening exercises at the 
devotional meetings; it will be their duty to invite 
new members, to aid the Superintendent in every¬ 
thing pertaining to the weekly devotional meeting. 
The older members of the committee may substitute 
in the Primary Classes in the absence of the teach¬ 
ers, or be detailed for special service in helping the 
younger ones in their memory or hand work. 

BIBLIOGRAPHY FOR JUNIOR COURSE OF STUDY. 
Junior Catechism. 

Junior League Memory Work Leaflets, Numbers One 
and Two. By Emma A. Robinson. 

Some of God’s Promises. By Mrs. Floretta I. Beeson. 
Bible Stories for the Primary Section. By Emma A. 
Robinson. 

The Story of Our Bible. By Emma A. Robinson. 

In His Footsteps. By William E. McLennan. 

Shorter Studies in Old Testament Heroes. By Emma 
A. Robinson and Charles H. Morgan. 

Short Studies of Christ, the Ideal Hero. By Emma A. 
Robinson. 

Short Studies of Heroes of the Early Church. 

Junior History of Methodism. By W. G. Koons. 
Stewardship Stories. By Emma A. Robinson. 

Discipline of the Methodist Episcopal Church. 

The Romance of Methodism. 

Second Department—World Evangelism. 

The gospel is to be preached “in Jerusalem, in 
Judea, and to the uttermost parts of the earth.” 
It is to be preached through the local Church, the 
Missionary Society, the Freedmen’s Aid and South¬ 
ern Education Society; through the Sunday-school 
Union and Tract Society, Church Extension and 


70 Making Men and Women. 

Education Societies; through the Deaconess move¬ 
ment, Hospitals and Orphanages; through every en¬ 
terprise whose end and aim is the salvation of souls 
and development in Christian activities. 

The chief work that the Junior League can do 
toward the evangelization of the world is educa¬ 
tional. The boys and girls should be made ac¬ 
quainted with these great evangelizing agencies, 
their methods of work, and the special need of each. 

That this interest and enthusiasm may not be 
aroused without some means of transforming it into 
action, some special line of activity should be sug¬ 
gested in connection with the study of each branch. 
Mite-boxes may be given out for Foreign Missions, 
while that is the study; Home Missionary boxes, 
while that. The children may prepare boxes or 
barrels to go to the Deaconess Homes, Orphanages, 
or Hospitals. Sunday-school papers, books, song- 
books, or appliances for the Sunday-school may be 
collected in connection with the study of Church 
Extension and the Sunday-school Union. 

Leaflets concerning these different benevolences 
may be secured by writing directly to the headquar¬ 
ters of each. Also suggestions as to definite lines 
of work for the Juniors. 

The chairman of this department should send 
for these leaflets, and, in consultation with his com¬ 
mittee and the concurrence of the Superintendent, 
decide upon the special plan of work to be taken up 
in connection with each. The committee should 
have charge of distributing and collecting the mite- 


The Departments. 


7i 


boxes and keeping record of the same; also have 
supervision of whatever is to be collected and sent. 
If seeds are to be given out for Junior gardens, let 
this committee purchase and distribute the same and 
collect the vegetables in the fall. In other words, 
with the Superintendent, they should take the in¬ 
itiative and follow up to the finish each plan under¬ 
taken. It is easy to formulate and start a good 
plan, but the real training comes in the carrying out 
of the plan to its fulfillment. 

One other line of instruction comes under this 
department. It is impossible in the Methodist 
Church to separate the idea of World Evangelism 
from our Church Benevolences. It is equally diffi¬ 
cult to set apart the thought of Church Benevolences 
from that of giving. i 

Thus the training of the boys and girls to give 
becomes a part of the work of this department. The 
question is not that of training them how much to 
give, but how to give. 

Does the average :child give the penny or nickel 
which, from week to week, he drops into the collec¬ 
tion ? Is he being trained to give when each Sunday 
father or mother supplies him with the money for 
his offering? 

God says, “Bring you all your tithes into the 
storehousenot your father’s tithe or your mother’s 
tithe, but your tithe. Bring to the Lord of your 
own. Again He says, “On the first day of the week 
lay by you in store for the Lord.” Do it regularly, 
systematically. The instruction in this line must be 


72 Making Men and Women. 

given by the leader; in the forming of the habit, the 
Second Department Committee will be of the great¬ 
est assistance. The plan, rightly suggested, appeals 
to the boys and girls, and they are rich in sugges¬ 
tions of ways in which they may regularly earn or 
save their Lord’s money. This committee may form 
the nucleus of a whole society of systematic givers. 
A tithing band in the Junior League is not only 
possible, but practical. 

Church Benevolence scrap-books will be found 
both interesting and practical. The entire League 
may be divided into sections, having a member of 
the Second Department as chairman of each, and to 
each section let one of the benevolent enterprises be 
assigned. Let them watch the Church publications 
for items and pictures, collecting all facts that they 
can find. When the time comes to study these lines 
of work, each division may have charge of one pro¬ 
gram, and illustrate as much as possible by the use 
of the scrap-book. 

BIBLIOGRAPHY. 

Pioneer Series. Prepared by Woman’s Foreign Mis¬ 
sionary Society. 

Flag Series. Prepared by Woman’s Foreign Mission¬ 
ary Society. 

Child Life in Mission Lands. By Diffendorfer. 

Child Life in Many Lands. By Trumbull. 

The Romance of Methodism. Prepared by Emma A. 
Robinson. 

Stewardship Stories. By Emma A. Robinson. 

Missionary Program. Prepared by the Woman’s Home 
Missionary Society. 

Missionary Program. Prepared by the Woman’s For¬ 
eign Missionary Society. 


The Departments. 


73 


Little Folks from Many Lands. By Lulu Maud Chance. 
Ginn Publishing Company. 

DIRECTORY. 

Board of Foreign Missions, 150 Fifth Avenue, New 
York, N. Y. 

Board of Home Missions and Church Extension, 1701 
Arch Street, Philadelphia, Pa. 

Board of Sunday Schools, 58 East Washington Street, 
Chicago, Ill. 

Board of Education for the Negro, 420 Plum Street. 
Cincinnati, Ohio. 

Board of Education, 150 Fifth Avenue, New York, 
N. Y. 

American Bible Society, Bible House, New York, N. Y. 
Woman’s Foreign Missionary Society, 581 Boylston 
Street, Boston, Mass. 

Woman’s Home Missionary Society, 150 Fifth Avenue. 
New York, N. Y. 


CHAPTER IV. 


THE DEPARTMENTS—Continued. 

Third Department—Social Service. 

“We train the conscience, the passive self, by 
filling the mind with principles and rules, but the 
will, the active self, can be trained only by interest¬ 
ing and making active the instincts.” The function 
of the Social Service Department is to “inspire en¬ 
thusiastic activity,” and direct that activity into the 
most helpful channels. 

This department in its very name means “doing 
something,” and as the crying need as well as the 
secret of success in Junior work is “something to 
do,” here is found one of the best aids for holding 
and interesting the boys and girls. 

If Lowell’s beautiful lines, 

“Not what we give, but what we share, 

P'or the gift without the giver is bare.” 

be taken as the motto for the Social Service work, 
and all plans be carried out in the spirit of these 
words, this department will be a strong element in 
spiritual growth. 

Boys and girls should be taught, not to give to 
those in need, but to share that which they have 
with those less fortunate than themselves, and that 


74 


The Departments. 


75 


even the material sharing, unless the love goes with 
it, will fall short of meeting the approbation of 
Christ’s “Inasmuch as you have done it unto one 
of the least of these My brethren, ye have done it 
unto Me.” 

The forms and methods of the activities in this 
department are numerous. The entire League may 
be banded for special work, or each section may 
adopt some special line. Here frequently an oppor¬ 
tunity may be found for answering the oft-repeated 
question as to “how the older boys and girls may be 
held.” They do not care much, the boys especially, 
about bringing flowers for the Sunday-school or 
the sick. The younger children will do that; nor 
do they or are they willing, as a rule, to carry pro¬ 
visions to the needy, for boys and girls of this age 
“just naturally hate” to carry bundles or baskets. 
They would, however, be interested in looking after 
the needs of an old couple, or of a widow who 
needed the help of a man. The element of chivalry 
is strong in boys of this age, and they enjoy assum¬ 
ing responsibility. 

Again, they will work as “a crowd,” where indi¬ 
vidually they would not be interested. Old Mrs. 

J- ’s wood will be split, her garden cared for, and 

grass cut if the “fellows” take hold of it, even 
though it is hard work to get John to split wood at 
home, and Charles detests grass-cutting. 

Another line of work in which these boys and 
girls, and in fact all boys and girls, will be inter¬ 
ested, is in collecting flowers, and making them into 


jffp 


7 


76 


Making Men and Women. 


bouquets to be sent to the city. Boys are a great 
help, not only in the gathering, but in the packing of 
flowers. Tickets may be procured from the express 
companies which will take these flowers to the cities 
free of charge, and could the Juniors see the eager 
faces and outstretched hands of the poor children 
of the city when a person passes with flowers, or 
even with one flower, many a happy day during the 
summer would be spent in thus making these city 
children happy. 

Juniors in the country or in small towns might 
pay the car-fare to bring a sick child from the 
crowded districts of the city to spend the summer 
among them. 

Children are always interested in supporting or 
clothing some child, but it is well to select a child 
for this purpose who does not attend the same school 
with those who are helping him, for boys and girls 
have not yet learned “not to let the right hand know 
what the left hand is doing.” 

Scrap-books made of cambric and sent to the 
hospitals, forms good work for the younger children. 

The preparation of “Sunday books,” according 
to the suggestions given in Chapter X, for Chil¬ 
dren’s Homes is interesting work for older boys 
and girls who can write nicely. 

But time fails us to tell of fruit and jellies that 
may be collected, of delicacies and flowers for the 
sick, of old people to be read to and babies to be 
cared for, of barrels to be packed and Social Serv¬ 
ice vegetable gardens, flower-beds, and chickens. 


The Departments. 


77 


One special line of love work must not be over¬ 
looked, that of helping to take care of the babies and 
little children of working women. During vacation 
many of the girls could give a few hours a week to 
this work, and what a relief it would be to the tired, 
overworked mothers. 

A Junior League playground would not be a bad 
idea, a safe place where children could play while 
the mothers were at work. The older Juniors could 
be detailed for the playground during vacation, so 
that two or more of them would be there, at certain 
hours in the day, to look after the little ones. 

Comfort boxes may be made for Old People’s 
Homes, or for old people or invalids. These should 
contain half a dozen or more simple articles, made 
by the Juniors; such as, spectacle wipers, a calendar, 
sachet-bag, or many other things which will suggest 
themselves. Each article should be wrapped sepa¬ 
rately, the date on which it is to be opened plainly 
written on it. The following lines are suggestive: 

“We have formed a literary bureau through 
which a campaign of Christian education is being 
carried on in destitute parts of Western and North¬ 
western Oklahoma. We earnestly request that you 
co-operate with us by writing for the name and ad¬ 
dress of some one to whom you can send your 
papers after you have read them. We have the 
names of hundreds of families to whom good liter¬ 
ature would be very acceptable. You need not send 
papers often, and not more than two or three copies 
at a time. This is a splendid opportunity for mis- 


7§ Making Men and WojvrEN. 

sionary societies and all friends of missions to help 
in a worthy cause. If you can only assist a very 
little, write anyhow.” 

In every town there is need of Band of Mercy 
work, and this is the legitimate work of this depart¬ 
ment. The religion of youth finds its life in activity, 
and the Social Service_ Department is the. channel ^ 
for the outlet of much of the boundless energy of 
boys and girls. 

“Who gives himself with his alms feeds three. 

Himself, his hungering neighbor, and Me.” 

A loan committee may see that any sick children 
are kept supplied with books, games, etc., different 
ones volunteering to loan a certain game, book, or 
doll for one, two, three, or more days, as the case 
may be, and the committee becoming responsible for 
the delivery and return of the same. 

Temperance Work .—Perhaps there is nothing 
outside the direct spiritual teaching that is of more 
importance to the boys and girls of this age than 
the plain, common-sense teaching of temperance in 
all its forms. This teaching should be on the broad 
basis of temperance in all things as the secret of 
power. The seed of this power to be self-control, 
beginning with the control of the thoughts, culti¬ 
vated in words and actions, ripened in a control 
of the appetites and passions, the harvest being au¬ 
thority or power over self, the secret of all power. 

Illustrations of this principle, in lines that 


THI; DEPARTMENTS. 


79 


strongly appeal to boys, may be found in those in 
training for football contests, athletics, or other 
lines demanding great strength. 

A good temperance address given by a man will 
do more than a dozen lessons by a woman, as boys 
are inclined to think it is manly to smoke and drink 
occasionally, and consider temperance a woman’s 
hobby. 

In temperance programs avoid the childish or 
girlish recitations. Many of the symbolic temper¬ 
ance exercises weaken rather than strengthen the 
subject. 

Appeal to the positive wherever possible. 

The temperance pledge should be presented, not 
asihe first step, but as the climax, and should stand 
for the acquisition of degrees of power which shall 
enable one to keep it. The pledge should be pre¬ 
sented, not as an end, but simply as a means of safe¬ 
guarding one’s self against temptation, as a promise 
always stands for a certain confidence in one’s power 
to control self, and any yielding would be an admis¬ 
sion of weakness and loss of power. 

An Anti-cigarette League should be formed in 
connection with every Junior League, and the very 
serious physical, mental, and moral results of cig¬ 
arette-smoking be presented in a most practical and 
scientific way. In this League a great effort should 
be made to have every boy a member. If there are 
those who conscientiously hesitate about pledging 
themselves never to smoke, because they feel that 





8o 


Making Men and Women. 


they may not keep it when they reach manhood, 
make the pledge to reach till they are twenty-one. 
The boys of the Junior League must be protected 
against this fearful evil. 

The Third Vice-President should be a natural 
leader and organizer. Let the committee meet as 
soon as appointed, and decide upon certain lines 
of work for which it will become responsible. Let 
the committee then be divided into sub-committees, 
to each of which a definite work shall be assigned. 
The responsibility for the carrying out of this work 
should be thrown largely upon the Juniors, the 
chairmen of the sub-committees reporting regularly 
to the Third Vice-President. 

BIBLIOGRAPHY. 

The Vision of Sir Launfal. By Lowell. 

Pippa Passes. By Browning. 

Tracts and Leaflets. Board of Prohibition and Public 
Morals, Washington, D. C. 

Americans All. By Seaman. 


The Departments. 8i 

Fourth Department—Recreation and Culture. 

Social '.—The social work of the Junior League 
in its various forms has been discussed under dif¬ 
ferent heads. It is second in importance only to the 
spiritual work, and that only relatively so, as it is 
the medium for much of the spiritual work. In 
many cases the spiritual work seems to be almost 
impossible without the social factor. It is this close 
connection, this instinct of youth, which impels him 
to seek not alone human companionship, but, through 
that companionship, fellowship with God, that gives 
to the social work its great importance. 

In its broadest sense, the social work among the 
Juniors is found in the various social organizations 
or clubs having a definite end in view. This feature 
is fully discussed in the chapters on Boys and 
Girls. 

Watch the boys and girls for a time, and see if 
it is not possible to get at their point of view. 

In a small Church in the suburbs of Chicago may 
be found about a dozen boys ranging in age from 
twelve to sixteen. Girls are not wanting in that 
Church, but what does one find ? A boys’ and girls’ 
club? No, the boys deciding that they want “some¬ 
thing doing/* come together and form an “Athletic 
Association.” 

For one year they have held regular weekly 
meetings. After a brief business session, the evening 
is spent in playing games. Recently they have 
planned to spend the first half-hour in Bible study, 
6 


82 


Making Men and Women. 


provided their Sunday-school teacher will be present 
and lead. 

During the summer a baseball team was organ¬ 
ized, and the boys are now working toward a gym¬ 
nasium in the basement of the church. When a 
special fund was to be raised to pay the Church debt, 
the boys voluntarily pledged five dollars, and pro¬ 
ceeded to give an entertainment to raise the money. 
Did they ask the girls to help ? “I should say not,” 
in their own terms. 

Several times the subject of having a “ladies* 
evening” has been discussed, but always with the 
same result—it was postponed. 

This association rendered valuable service when 
the time came for the Sunday-school picnic, taking 
entire charge of the games. When the church was 
to be decorated for Christmas the Athletic Associ¬ 
ation were on hand to help, as they also were when 
there was some work to be done with the pick and 
shovel in the basement of the church. 

They have shown a spirit of willingness to help 
in any line of Church activity, and there being no 
Junior League in that Church they have as a body 
joined the Epworth League. Even yet this Church 
does not recognize the wonderful possibilities, and 
is doing absolutely nothing to help them. 

Recently a girls* club has been organized in the 
same Church. 

This is not an exceptional case. Such organiza¬ 
tions are coming into existence in many Churches. 
May not the study of these clubs lead to some con¬ 
clusions in regard to our social work ? 


The Departments. 83 

First Boys and girls between the ages of twelve 
and sixteen, if left to themselves, will segregate. 

Second . In these segregations or clubs of their 
own formation the prominent feature is the social 
element. They organize to have a good time. 

Right here lies to a large extent the solution of 
the amusement problem. If the Church gives to the 
boys and girls—yes, and the young people, too— 
something to do, plenty of fun, and opportunities 
for physical development, they will not look else¬ 
where for their amusement; the dancing question 
will take care of itself. 

Money invested ifi boys and girls pays the largest 
dividends. A gymnasium connected with the church 
means boys and girls in the Church. 

Third. Statistics show that as a rule the boys 
and girls of these clubs come into the Church, and 
become active in the Epworth League. It is not 
because young people are inherently antagonistic 
to religion that the devotional meeting does not ap¬ 
peal to them, but because at this age the social in¬ 
stinct is in the predominance. Through the judi¬ 
cious gratification of this natural longing is found 
the strongest lever for spiritual work. 

The great advantage to be gained by utilizing 
the club idea in the social work of the Junior League, 
is that it will enable the boys and girls, of certain 
ages and conditions, to expend their energies along 
the line of their own special interests. 

The athletic associations of the older boys will 
not only hold them, but will open many avenues of 


84 Making Men and Women. 

interest and usefulness, that they would ha,ve noth¬ 
ing to do with if they came to them in some other 
way. 

The messenger service will afford a fine outlet 
for energies of the younger boys. 

The idea of the Civic Co-operation Association 
for beautifying the cities and towns might, through 
the “Junior Boys’ Club,” be utilized in beautifying 
and keeping up the Church property; while the 
flower gardens of the “Girls’ Floral Club” would 
supply the Church and Sunday-school wdth flowers, 
and be the assistant of the Social Service Depart¬ 
ment in furnishing flowers for the sick. 

Vegetables from the “Junior Agricultural Club” 
would taste doubly good to the grandfathers and 
grandmothers in the Old People’s Home, or the boys 
and girls in Orphanages, while the “Choral Clubs” 
could do much toward the music in both the Sun¬ 
day-school and League. 

The Nature Study Clubs not only are a source 
of very great pleasure to the boys and girls, but 
afford an opportunity of imparting much useful in¬ 
formation, also of awakening a deep reverence for 
the Creator of all things. 

While it may in some cases be necessary to begin 
with the element of entertainment, of having a good 
time, the boys and girls will not long be satisfied 
with that alone, and their enthusiasm may then be 
enlisted in many helpful ways. Depend upon them 
for certain things, and they will prove to you that 
your trust was well placed, and not only so, but you 


The: Departments. 85 

will thereby gain a measure of their confidence that 
will prove a strong factor. 

In all dealings with boys and girls it must be 
borne in mind that we are '‘working with them, not 
for themalso that after they reach the age of 
twelve they are no longer children, but boys and 
girls, and must be treated as independent, thinking 
beings. 

They want the co-operation of older people, but 
it must be co-operation. They rebel against being 
helped. As one boy put it, “We do n’t want any 
man in our club. It makes the club seem so small 
to talk about having a man to help us.” 

Another element, not alone in the social depart¬ 
ment, but in all work with Juniors, may perhaps be 
best expressed in the words of the boys themselves. 
A class of boys about fourteen years old were asked 
what they considered the most essential character¬ 
istic for a teacher for boys. Their reply was, “To 
know how to take a joke.” Boys and girls must not 
be taken too seriously. 

Set socials for Juniors, as a rule, are very un¬ 
satisfactory. They are apt to be times of disorder 
and boisterousness. A social to succeed must have 
a definite plan and a carefully prepared program 
that shall fill every moment. 

This program may consist entirely of games, 
or there may be a short literary and musical pro¬ 
gram, preceded or followed by games or other forms 
of entertainment. 

A social for the Primary Section is a very sample 


56 Making Men and Women. 

matter, as children are more easily entertained than 
older boys and girls. As soon as half a dozen chil¬ 
dren arrive, let some one tell stories while the rest 
are gathering. When all, or nearly all, are present, 
a fancy march or game of “Follow the Leader,” with 
music, will furnish the needed exercise and afford 
an easy method of forming a circle. Several circle 
kindergarten games may be played, after which the 
children may be divided into groups, with an adult 
in each group, for other games. A short march to 
the places assigned for refreshments will prevent 
confusion. 

For the Junior Section the really best socials 
are those where the boys and girls meet separately; 
and, where possible, out-of-door, parties or picnics 
are the most successful. A coasting or skating party 
in the winter with refreshments in the house, pic¬ 
nics, visits to places of interest, or nutting expedi¬ 
tions, give more pleasure to boys and girls of this 
age than set socials. If, however, there must be the 
indoor social, plan games full of activity. The youth 
of to-day enjoys some of the so-called old-fashioned 
games in which there is “something doing;” as, 
Bean-bag, Faba-baga, London-Bridge, Stage-coach, 
Magic Music, etc. A number of games should be 
planned with enough adult helpers so that there may 
be one for each game. The Juniors may be divided 
into groups and change from one game to another, 
that the interest may not flag. 

In the Intermediate Social the spirit of comrade¬ 
ship and good fellowship among the boys and girt" 


The: Departments. 


87 


should be cultivated; but here, too, the time should 
be well filled, that there may be no awkward and em¬ 
barrassing pauses or time for self-consciousness. 
The games may be of a quieter nature, guessing 
games, contests of rapidity in thought and of skill, 
are attractive. 

Occasionally the Intermediate Section may enter¬ 
tain the Primary Section; or the entire League en¬ 
tertain the Epworth League, or the parents. The 
great secret of successful socials is in keeping each 
one busy, or in giving each a feeling of responsi¬ 
bility for the success of the occasion, as is the case 
when the Junior League is the host. 

An old people’s social, or one for the children 
from the Orphanage or Children’s, Home, makes a 
pleasant change. 

The Social Committee should have in charge all 
plans for social work. Where there are clubs in the 
League, each club should be represented on the 
Social Committee. 

This committee should also formulate some plan 
for securing new members, hunting up boys and 
girls that are strangers, looking after absentees. 
They may also become responsible for a Junior 
flower garden or gardens, or have a committee to 
supply flowers for the Sunday-school and Junior 
League, also for the Social Service Department. 

If there is no -Messenger Service, or Sunshine 
Circle, in the Sunday-school, the Social Committee 
may assign certain ones to the different departments 
of the Sunday-school, to look after any line of work 


88 


Making Men and Women. 


that the officers in that department may assign to 
them. The Primary Superintendent especially will 
frequently be very grateful for such help. 

In churches which have no janitor, committees 
may be appointed to keep the church lawn in order, 
tc sweep the walks in summer, and keep them free 
from snow in winter. 

A “Good Cheer” Committee, which should be 
composed of every member of the League, may be 
under the direction of the Social Department. The 
specific duty of this committee should be to scatter 
sunshine by bright, happy faces and a cheery “Good¬ 
morning” to every one. The bright, good-natured 
faces of boys and girls are an inspiration to tired, 
busy people. 

In planning social gatherings for Juniors, they 
should be left to do as much of the work as possible. 
Let them prepare the refreshments, plan the games, 
and arrange for recitations and music. In many 
cases they will make up a better program than older 
persons would, and at any rate the adult leaders 
should work rather by suggestion than by actually 
doing things. One Junior League held annually 
a Washington’s Birthday Social. A feature of 
marked interest one year was a drill of “Colonial 
Dames” by girls of from twelve to fifteen years of 
age. They prepared their own costumes and 
planned the whole thing themselves. The most suc¬ 
cessful Junior entertainment we ever knew was a 
“Mother Goose Party/’ where all the parts were 
taken and everything done by the boys and girls. 


The Departments. 


89 


The Literary Work in the Junior League, es¬ 
pecially in small places, may be made very valuable. 
Reading Circles may be formed and books passed 
from one to another, or meetings held and books 
read aloud. In this way a taste for good, whole¬ 
some reading may be formed. Boys and girls of this 
age are inveterate readers. They read anything and 
everything that comes to hand. If the clean, helpful 
books are about them, well and good; but if not, 
there is always plenty of trash lying in wait for 
them. A Junior circulating library may be formed 
if the parents will co-operate. In this way maga¬ 
zines and papers may reach many homes instead of 
one. The literary committee should have this work 
in charge, and should see that all papers, magazines, 
or books are covered with heavy manilla paper, to 
protect them from wear and soil; they should also 
attend to collecting and distributing them. 

REFERENCE. 

“Good Times.” By Emma A. Robinson. 

Epworthians* Fun Book. By Edythe S. Fassett. 

Recreation for Young and Old. By Homer Kingsley 
Ebright. 

Junior Workers' Quarterly. 

Ideal Drills. Penn Publishing Company. 

Finances. 

The question of Church finances offers a prob- 
„ lem, the solution of which often cripples the effi¬ 
ciency of the Church in other lines. 

In each department of Church work the same 


90 Making Men and Women. 

problem in varying proportions presents itself. The 
Junior League is no exception, and the means 
whereby the necessary funds may be secured fre¬ 
quently cause the Junior Superintendent serious 
difficulty. 

What shall be done ? Shall our boys and girls be 
taught to live at the same “dying rate” which is 
found in many of our Churches of to-day? The 
Junior League is a training-school; but how shall 
the Juniors be trained? Shall they follow in the 
footsteps of the present day, and wear out body and 
temper in giving entertainments and fairs, and thus 
learn that the Lord must not expect gifts from His 
children unless they receive some material value in 
return ? 

Shall they be sent out on the streets or among 
their friends to beg—with “Merry-go-rounds,” 
“Dime cards,” etc., and thus come to feel that it is 
proper to resort to means, for the support of the 
Lord’s work, which would not be countenanced in 
their own home ? Or shall they be taught from week 
to week to ask father or mother for the needed 
“penny” or “nickel,” and thus lose the pleasure and 
educational value of giving that which is their own ? 

All these means may be expedient—nay, 'even 
necessary at times—under the existing conditions; 
but what will be the result of this training? Church 
debts, financial struggles, and crippled energies in 
the Church of the next generation. 

What, then, can be done? The answer lies, first 
of all, with the parents. 


The: Departments. 


9i 


If fathers and mothers could be brought to re¬ 
alize the great value of teaching their children to 
give systematically of their own, there would be a 
revolution in Church work inside of twenty-five 
years. This would, however, necessitate thought 
and planning on the part of parents. Some arrange¬ 
ment must be made whereby each child shall have 
either an allowance or some means of earning money 
weekly, and from this money, which is his own, 
put aside a certain proportion regularly each week. 
It is well to have a barrel, box, or some receptacle, 
into which the Lord’s part may be put as soon as the 
money is received. This will form the habit of 
looking out for the Lord’s work first, instead of 
waiting till everything else is attended to and then 
giving what is left. 

’Tis true, this may reduce in dollars and cents 
the amount that the children bring; but this may be 
obviated by encouragipg the children to ask father 
and mother to send their offerings, as well as to 
bring their own. 

Superintendents may aid in this by talking it 
over with parents and urging their co-operation, and 
also by encouraging the boys and girls to bring their 
own money, or to earn it when some special fund 
is to be raised. 

Entertainments may be given and an offering 
taken; but train the Juniors to depend on their own 
resources. 

In a given time, the time it would take to get 
ready for a bazaar, boys and girls, if enthused, will 


92 Making Men and Women. 

earn as much money as would be made at the bazaar, 
and parents in most cases will be willing to contrib¬ 
ute at least what materials would cost. 

It is not necessary to wait till some special need 
rises before planning and working for funds. Many 
boys and girls could have a Junior League hen and 
a constant income, or a garden or a “League job,” 
whereby a regular amount could be earned for 
League work. 

. Let no one forget that the Church financiers of 
a few years hence are being trained, and truly if a 
Church of systematic givers can be presented to 
the future, the ages to come “will rise up and call 
the Junior League blessed.” 

The matter of Junior League dues has been 
left to the option of the local Superintendent. In 
many cases the dues are found very detrimental, as 
they close the doors of the League against some 
who ought to be there, as well as prejudicing a cer¬ 
tain class of parents, who wo'uld at once look upon it 
as a money-raising enterprise, if dues were insisted 
upon. On the other hand, there are Churches in 
which it has been found to be the most satisfactory 
plan for securing the needed funds. 

As the Junior League is a training-school, the 
boys and girls should be taught to feel some respon¬ 
sibility for the financial support of their own organ¬ 
ization ; at the same time only such a proportion of 
that support should rest upon them as will enable 
them also to give to other interests. If they are 
obliged to use every cent they can secure for them- 



The Departments. 


93 


selves, they unavoidably will become self-centered, 
and the result of the training must be selfishness. 

However, the final solution of the Junior League 
finances is to be found in the plan of the Twenty- 
four-Hour-Day League. 

What is this? 

It is a League in which, at least, twenty-five per 
cent of its members are Twenty-four-Hour-Dav 
Leaguers. 

What is a Twenty-four-Hour-Day Leaguer? 

A member of the Junior League who promises 
to pay, and pays, at least two cents a week for 
League work, one cent or more for the World- 
Wide Work of the League and one cent or more 
for the work of his own chapter. 

Full directions and supplies can be secured from 
the Central Office, 740 Rush St., Chicago. 

The treasurer of the Junior League should be 
one not only in name, but should handle the money 
and perform all the duties incumbent on that office. 
During this habit-forming age, however, it is very 
essential that utmost caution be exercised lest, un¬ 
consciously, temptation be placed in the way. The 
holding of trust funds affords such a natural way 
for one who is absolutely honest to form the habit 
of borrowing and using money that does not belong 
to him. To be sure, it is always returned, and the 
boy’s integrity remains intact; but the habit of 
using money which one does not actually possess 
at the time, is the basis of living beyond one’s means ; 
of borrowing with the intention of returning; of the 


94 Making Men and Women. 

final downfall of many a man. In the training- 
school, even the possibility of forming such a habit 
must be guarded against. For this purpose it is 
recommended that every Junior organization have 
an adult banker, with whom the money shall be regu¬ 
larly deposited, and who shall hold it subject to the 
order of the treasurer. 

Record. 

What records should be kept in the Junior 
League? Just the same as should be kept in the 
Senior Society. Membership means more in a So¬ 
ciety whose records are carefully kept. A revised, 
up-to-date list of members should always be found in 
the secretary’s book, and transfers given to members 
moving to other localities. A careful record of at¬ 
tendance adds much to the promptness and regular¬ 
ity of the members. This does not imply that the roll 
should be called at each meeting, as this becomes 
monotonous, and frequently is a signal for dis¬ 
order, which no amount of after reverence can over¬ 
come. In large Leagues, the time consumed in 
calling the roll can be far better employed in other 
ways. 

Many devices are now used for marking attend¬ 
ance,—the punched-card, the board similar to the 
keyboard in a hotel, each hook being numbered and 
supplied with a tag bearing the same number; to 
each Junior one of these hooks is assigned and the 
Corresponding number becomes his. As he enters the 


The: Departments. 


95 


room he simply turns his tag over on the hook; at 
the close of the meeting all the secretary has to do 
is to check off, in his book, the numbers of the tags 
not turned over, and he has a correct list of those 
present. 

In addition to the attendance, a careful report 
should be kept of each meeting, also files of reports 
from the different departments and of any printed 
matter concerning the League. 

The secretary should prepare weekly notices of 
the League services for the Church, Sunday-school, 
and Church paper, or bulletin if there be one; pre¬ 
pare transfer cards; write letters, when so in¬ 
structed; send out notices of Cabinet meetings or 
special meetings of any kind. 


CHAPTER V. 


GENERAL METHODS. 

I. Music. 

That which has been said in regard to methods 
may well be said in regard to the music for the 
Junior League, “None but the best is good enough.” 
The question, then, to be answered is, “What is 
the best?” The best is that which inspires, that 
which uplifts. 

The boy of to-day likes the so-called “rag-time” 
music that is so popular, but he loves the grand old 
hymns that stir his very soul. He may sing the 
lightest music &11 the week, but when asked for his 
favorite hymn, it is not one of the light and trifling 
songs with little or no meaning to the words, and the 
music of which might as appropriately be set to 
Mother Goose melodies, by which some think to 
pander to the tastes of the youth of to-day, which 
he selects, but, “Faith of our Fathers,” “A Mighty 
Fortress is our God,” “Jesus, Lover of my Soul,” or 
some other of the hymns whose music inspires rev¬ 
erence and worship. 

The educational value of music can not be over¬ 
estimated. While its influence can not always be 
96 



General Methods. 


97 


explained, the impression which it leaves :can not be 
escaped. 

Children sing naturally and easily. It is a mis¬ 
take to feel that they must have the jingle or the 
easiest music. Simple music appeals to them, pro¬ 
vided it is also dignified and full of life; still they 
readily learn that which is quite difficult, and en¬ 
joy it. 

In the Junior work the boys apd girls are being 
prepared to share in the activities of the Church; 
the learning of the hymns of the Church should be 
part of that preparation. Who is better able to 
judge of the best in music than the committee who 
have prepared the new Methodist Hymnal? In 
order that the youth of the Church may not alone 
learn and sing the very best hymns, but that they 
may become familiar with our own Church Hymnal, 
and thus be trained to helpfulness in that part of 
the Church service, instead of presenting the Junior 
League with a new song-book, the new Hymnal is 
recommended as the very best song-book for Jun¬ 
iors. The following list suggests some of the hymns 
best adapted to boys and girls: 


Praise or Opening 

Closing 

Prayer 

i 

38 

39 Second Tune 

21 

39 

50 

22 First Tune 

47 

55 

32 

48 

59 

76 

50 

9i 

78 

53 

272 Second Tune 

106 

55 

3*5 

180 First Tune 

57 

3i7 

370 

59 

355 Second Tune 


7 


9 8 


Making Men and Women. 


Praise or Opening Closing 

Prayer 


539 Second Tune 

564 

463 


54 o 

718 


461 

506 



• 

510 




516 


Thanksgiving 

Patriotic 

544 


716 

702 

548 


717 

704 

55 i 


Sabbath 

Bible 

556 


68 

205 

566 


69 

Church 

57 i 


208 



Christmas 

Service 

Miscellaneous 

107 Old Tune 

ioi 

104 First Tune 

no 

382 

279 

508 

in 

383 

312 

672 

112 Second Tune 

386 

346 

676 

114 

402 

348 

677 

115 Second Tune 

418 

355 

680 

120 First Tune 

420 

361 

682 

121 First Tune 

493 

386 



639 

415 



681 

422 


Missionary or Giving God’s Care 

443 


349 

92 Second Tune 

461 


631 

98 

489 


633 

100 



634 

463 



636 Second Tune 

489 



653 

677 



655 





II. Story-Telling. 


Professor G. Stanley Hall says, “Of all things 
that it is necessary for a teacher to know, the most 
important is to be able to tell a story.” 

A German student, in studying into the subject 
of stories,, said, “It gradually dawned upon me that 
if I knew how to tell a story, I had mastered the 
main part of the art of teaching.” 


General Methods. 


99 


The Value of Stories .—Wherein lies this great 
educative value of stories? A little child, picking 
up his mother’s opera-glasses, was told to let them 
alone, that they were for grown-up people; “But 
is n’t there any little boy end ?” he asked. 

Stories present the boy and girl end, through 
which life is brought within the range of their vision. 
They bring the force of good example to bear in the 
most acceptable manner. They help to form a 
standard by which one can live and grow, because 
they introduce him into a world of ideal characters, 
in which he sees his own possibilities reflected as 
in a mirror. 

A story well told forms a mental picture, and 
the power of such a picture can not be overesti¬ 
mated. P’irst, a picture helps one to see; and the 
most any one gets out of a thing is what he sees 
in it. Second, it makes the one who is telling it feel, 
and others feel only what he feels. Third, it impels 
to action. Herein lies the greatest value of a story— 
it impels. Advice, example, instruction, all are ex¬ 
ternal and may be disregarded, but the impulse 
is from within, and it can not easily be thrown off. 

The imitative impulse of the child will lead him 
to perform the same deeds as the hero of the story. 
He will, with David, slay the giant, feeling in his 
heart the power of God, as his imaginary giant falls 
to the earth, and he springs upon him, to seize his 
sword. 

The older boys and girls may not play David and 
Goliath in the materialistic way in which their 



IOO 


Making Men and Women. 


younger brothers do, as imagination may not quite 
so vividly clothe their play, yet we see the eighth- 
grade boys delight in the personification of Sir 
Lancelot and Sir Galahad, and the impulse to put 
into action the spirit of the story is as strong in the 
one as in the other. 

In former days stories written for children al¬ 
ways had a moral attached: the moral which the 
writer wished to teach. A child might be taught to 
know intellectually this moral. The truth which he 
himself saw in the story, he may not have known, 
but he felt. It is that which he feels that he lives. 
Stories, if well told, teach their own lesson, and the 
wise teacher is content with this. She knows that 
what the child feels in the story is of far more value 
to him than anything that she can tell him about it. 

He may, however, need some suggestion from 
her as to how to put this truth into action; but by 
a few wise questions she may lead him to make 
these very suggestions himself. 

Selection of Stories .—A story should be simple, 
containing a concrete truth. It should embody in 
itself the truth to be taught. It should uplift and 
give higher ideals, as it is used not merely for enter¬ 
tainment, but as a means to an end. 

“The parables, or stories of Christ, are links in 
the great chain that unites man with God, earth with 
heaven.” In Junior work the stories are used 
to illustrate or make clear, to link experience with 
truth. Care should be taken that they do not blur 
or overshadow, rather than illuminate. 


General Methods. 


ioi 


Bible stories are the great motor power in Junior 
work. As through a reverence for Nature, a child 
is naturally led to a reverence for Nature’s God, 
so through a reverence for God’s Word he may be 
led to a reverence for the Author of that Word. A 
Bible story should never be told lightly, but with 
deepest reverence. Use, as far as possible, the beau¬ 
tiful language of the Bible, paraphrasing when the 
words or expressions used demand it. 

Can anything be more beautifully and simply 
told than the story of the birth of Christ as given 
in the second chapter of Luke ? ’T is true, some 
words are beyond the ken of the little ones, but the 
spirit is not beyond them, nor is the story in its 
entirety. 

Is it not the privilege of the leader to be so filled 
with the spirit of Christ that, through her, the chil¬ 
dren may see Christ? As she tells them of that 
day by blue Galilee, may they not feel His hands 
in blessing on their heads, and see the look of inef¬ 
fable love in His face as He says, “Let the little 
ones come unto Me?” 

The greatest factor in the telling of a story is 
the personality of the teller. No one can tell the 
best story who is not mentally and spiritually up to 
concert pitch, for only then can both the one who 
is telling and they who listen, both see and feel the 
story. The value of the story lies not in the facts 
related, but in the impress on the life, and it is im¬ 
possible to impress that which one does not himself 
feel. 


102 


Making Men and Women. 


The first rule for good story-telling is: Put 
yourself in it. The second: Be yourself in it; do not 
try to imitate some one else; it is impossible to put 
some one else into the story. To be really in it, 
you must be yourself; thus the two rules become 
one. 

Professor Walter Hervey, in “Picture Work,” 
gives a few very good rules for telling stories, then 
sums them all up in these words: “The secret lies 
not in rules, not in analysis, not in imitating good 
models, but in being full of the story.” 

One must live with the people of whom he is . 
telling; he must travel with Daniel and his friends 
the long journey from Jerusalem; must see with 
them for the first time the magnificence of the king’s 
palace; must look upon that table laden with rich 
foods and sparkling red wines. With Daniel he 
must think of the dear father and mother back in 
the home country; of what they would say if they 
could see that table; how they would repeat the 
words of Jehovah. With him, too, he must feel 
the purpose in his heart growing stronger and 
stronger till it gives him courage to take his stand. 

Having become one with his hero, one must tell 
the story with the same vigor and life, the same per¬ 
sonal touch with which he would tell of a railroad 
wreck, or a boating party in which he had recently 
been. 

Know the story; live it, tell it, and the boys and 
girls will live it; in time they may know it, and 
eventually they may tfell it, and in their telling will 


General Methods. 


103 

unconsciously color it with the impulse which you 
put into it. 

The Adaptation of Bible Stories .—It is a recog¬ 
nized principle of education that the history of the 
race is that of the individual, and the child is best 
developed by sympathetic study of a racial period 
corresponding to his own. Hence we find the stories 
of the Bible, in chronological order, wonderfully 
adapted to the growing period of childhood. Gene¬ 
sis is the “Primer of the race/’ Written in the pic¬ 
ture language of the child, it is more comprehensible 
to him than to us who have lost our early vision. 
Its glowing life forms, speaking so tenderly of the 
loving care of the good God for His children, fit¬ 
tingly corresponds to the “first gift” of the kinder¬ 
garten. With the stories of the baby Moses, the 
Holy Child of Bethlehem, and the twenty-third 
Psalm, we have all the material necessary for our 
Kindergarten Department of the Junior League. 
With the repetition so dear to the child, the stories 
are told and retold by teacher and scholar. They 
are played out on the sand-table, and acted by the 
children, who represent the various [characters. 
During the week simple symbols of the lessons (pre¬ 
viously pricked by teacher) are sewed. For in¬ 
stance, a ball suggests the great round world, the 
sun, moon, and stars of the Creation story; a dove 
bearing an olive branch the Deluge, etc. 

The materials for sand pictures are very simple. 
In the Shepherd’s Psalm we use a few white beans 
for sheep. A bit of moss or evergreen furnishes 


io4 Making Men and Women. 

“green pastures/' while a blue ribbon represents the 
"still waters/' beside which the tired sheep lie down 
tc rest after a happy feast and frolic. A few peb¬ 
bles suggest the rugged paths, up which their weary 
feet climb at night-fall. A heap of sand gives us the 
“valley of shadows/’ as well as the sheepfold at the 
end of the journey, where the servants, Goodness 
and Mercy, watch tenderly over the sleeping sheep. 
The possibilities for spiritual thoughts in these sheep 
stories are boundless, as well as the combination of 
interesting scenes. 

The “second gift” period, where children begin 
to want noise and motion, is met by the tramp of 
the marching Israel of the Exodus and the Con¬ 
quest. Like Joshua, they learn spiritual truths 
through the discipline of battle. Here the children 
get rid of surplus energy and receive the thought 
of obedience and discipline by marching across the 
Red Sea, with Pharaoh in hot pursuit, or with the 
air of victory cross the Jordan, and with quiet tread 
and final shout of triumph make the sevenfold march 
around the doomed city of Jericho. An idea of the 
geography of the country is obtained by represent¬ 
ing the tribes and drawing lots for possessions, and 
with dissected maps constructing the land of Canaan. 

With paper tents and a few utensils they live 
over again the life of early Israel. As the passion 
for hero worship develops, nothing is better than 
the rude, half-savage men of the “Judges.” They 
satisfy a boy’s love of physical strength and courage. 


General Methods. 


i°5 

Every boy remembers Samson long after many a 
worthier name has been forgotten. Deborah and 
Jael arouse his chivalry. God Himself is revealed 
to a boy as the One stronger than all; the Source 
of each hero’s strength; the One who can help him 
out of scrapes, if he repents, as He did Israel of old. 

As the dawning consciousness for the necessity 
of definite choices in life come, what is better than 
the warning signals and beacon-lights given in the 
stories of Saul, Samuel, David, Solomon, and the 
checkered history of the divided kingdom? 

With the exception of Esther and Daniel, the 
post-exilic stories do not appeal to the child until 
he has formed a love for history in his school or 
home reading. Then by weaving in such characters 
as Cyrus, Alexander, Caesar, and Herod, the period 
is intensely interesting. Having had the Gospel 
stories recently in the Sunday-school, our boys’ 
classes passed, after a brief study, into the*life of 
Paul, the hero and traveler. The strength and trag¬ 
edy in his life satisfied all a boy’s longing for the 
heroic and splendid. A little of the lurid light of 
the Apocalypse, revealing Neronian persecutions, 
closed the study, leaving an impression that the 
Bible was a most fascinating book for a boy. A 
brief study in leading characters in Church history, 
such as Constantine, Luther, and Wesley, was not 
only of interest, but afforded a fine opportunity to 
embody the spiritual truth for which each lived.— 
Jesse C. Grosenbaugh, Junior Workers' Quarterly . 


xo6 Making Men and Women. 

BIBLIOGRAPHY. 

Story Work. 

Picture Work. By Walter Hervey. 

Story Hour (Introduction). By Kate Douglas Wiggin. 

Natural Way, chapter iv. DuBois. 

Sunday-school Problems, chapter xxxviii. By Amos 
Wells. 

Stories and Story «Telling. By St. John. 

Telling Bible Stories. By Houghton. 

The Use of the Story in Religious Education. By Mar¬ 
garet W. Eggleston. 

How to Tell Stories to Children. By Sara Cone Bryant. 
III. The Blackboard in the Junior League. 

The question to-day is not “Shall the blackboard 
be used in the Sunday-school or Junior League?” 
but “How can I learn to use it?” When eighty-five 
per cent of all that one learns must enter through 
eve-gate, it becomes very necessary that every avail¬ 
able means of entering that gate be used. 

Artists, as a rule, are not the most successful in 
the use of the blackboard for children; the picture, 
to hold the closest attention, must be drawn before 
the class, and be drawn so rapidly as to keep up the 
interest. This leaves little opportunity for carefully 
finished work. A few bold outlines will, by the im¬ 
agination of the children, be clothed with all the 
activity of life. A straight line becomes a man, 
woman, or child, as the case may be, and one a 
little longer than the others is readily recognized as 
Jesus. A broad, irregular line or road vanishing 


General Methods. 


107 


at the edge of the board will come to represent 
Babylon, while if it runs downward instead of up 
it will always suggest Egypt. A few marks at 
once suggest Jerusalem, while the addition of the 
dome makes the temple real. 



The following outline may be used as the basis 
of many lessons, adding such details as would bring 
out the special points of the lesson: 



The great value of the blackboard lies in its 
fixing the facts which clothe or illustrate the spir¬ 
itual truths, rather than in portraying the truths 
themselves. Children intuitively recognize or feel 
these truths while the effort to represent them by 
material things usually results in the implanting of 
the material, to the exclusion of the spiritual, if not 
in some grotesque idea, as in the case of the boy 
who had been taught that his heart was God’s 




io8 Making Men and Women. 

garden, where he planted flowers or weeds. Hear¬ 
ing his mother talk of some one who was going to 
the hospital for an operation, he asked, “Will they 
cut him open ?” Upon being answered in the affirm¬ 
ative, his eyes glowed, as he exclaimed, “Then they 
can see how many weeds are growing in him.” 

For this reason the use of symbols of spiritual 
truths, as the heart, cross, anchor, etc., is not rec¬ 
ommended, especially for the Primary Sections. 

For the Junior Section, or the early adolescent 
age, when our boys and girls are literalists, the 
blackboard must have a somewhat different use; 
imagination has yielded place to literalism. Maps, 
sketches more accurate in detail, pictures repre¬ 
senting ancient forms or customs, models of temples, 
etc., appeal more successfully to them, and are just 
as valuable in fixing facts, and through the facts 
impressing the truth. Especially does a map have 
a fascination for this age. In the public school, 
geography figures largely, and interest centers in 
distances, directions, and locations. If the map be 
clothed with actual hills, mountains, foliage, and 
verdure; with the armies lurking in the caves, and 
sheep on the hillsides, the Bible lands may be made 
to live. 

With the middle adolescent age comes the tend¬ 
ency to live in the realm of the ideal, with the nat¬ 
ural accompaniment of an ability to spiritualize even 
the most material* things. Symbols may now be 
made the medium of conveying truth, and through 
them the deep things of spiritual life become real. 


General Methods. 


109 


Another value of the blackboard for this age lies 
in the materializing and making real of some things 
which the revolt from the materialism of the previ¬ 
ous age has relegated to the realm of fancy, and 
whose very distance from them has shrouded in 
the vagueness of the unreal. 

Maps, outlines, diagrams, mnemonic helps, 
sketches which they themselves make, all help to 
make the Bible more real. 

In all work with Juniors, simplicity is the rule. 
Crudeness, if simple, is not detrimental, but it must 
be so simple as to avoid the grotesque. 

How to do it? Just take a piece of chalk and 
a blackboard and do it. The use of the eyes, and 
practice, are the two most essential requisites. Do 
not attempt anything elaborate. Practice till one 
can draw mountains that rest on the ground, rivers 
that run down-hill, and trees that are not suspended 
ill the air, and the victory is won. 

Almost any public-school teacher of to-day will 
be glad to give a few of the most important sugges¬ 
tions for this work, but the main thing is to do it, 
and keep doing it. In “The Blackboard Class/’ 
Florence Darnell gives instruction in the elementary 
principles of drawing in a manner at once so simple 
and so definite that, with this book in hand, and with 
a firm determination to do it, any one can become 
sufficiently proficient to do very acceptable work on 
the blackboard, to do all there is any need of in the 
work with children. 

But some one says, “I have no talent.” In the 


no 


Making Men and Women. 


first place, you may be making a statement that you 
can not prove, for unless you have done a fair 
amount of practicing, you do not know whether you 
have talent or not. In the second place, it does 
not make one whit of difference whether you have 
or not. It is not talent, but a blackboard, chalk, 
and hand that you need, accompanied by the will, 
to use the. blackboard. 

Small lap blackboards for practice mav be se¬ 
cured for twenty-five cents, and are a great help in 
acquiring proficiency in this work. All work should 
be done in the presence of the class, though, where 
it seems best, a few dots indicating the spacing, 
or even a faint outline, may be placed on the board 
beforehand. 

NeVer apologize for work, as this calls attention 
to discrepancies that otherwise would not be noticed, 
and also awakens a spirit of criticism. 

Mrs. M. G. Kennedy, in the Introduction to “The 
Blackboard Class,” quotes the following from Flor¬ 
ence Darnell: “All that we need to enable us to do 
acceptable blackboard work is: 


RACTICE, 

'atience, 


p 


ERSEVERANCE, 

RACTICE.’* 


BIBLIOGRAPHY. 

The Blackboard Class. By Florence M. Darnell. 

The Blackboard in the Sunday-school. By Henry 
Turner Bailey. 


General, Methods. 


hi 


Pictured Truth. By R. F. J. Pierce. 

Object Lessons for Junior Work. By Ella N. Wood. 

IV. Order and Attention. 

The subject of order in the Junior League, in 
some places, is a serious one; for nothing tends to 
greater irreverence among boys and girls than the 
feeling that a religious service is the place for dis¬ 
order. Parents are justified in refusing to allow 
their children to attend a Junior meeting where 
lack of order prevails. Under such conditions, it 
becomes the duty of the pastor to take some meas¬ 
ures for changing the condition of things; or, 
if this can not be accomplished, to disband the 
League for the time being and reorganize on a dif¬ 
ferent basis. 

Some people command order by their very pres¬ 
ence. For such, this chapter will have little value. 
Others seem to create disorder wherever they go. 
Such people may, to a large degree, overcome this 
trait. If, however, they find this impossible, it 
would be better for them to seek some other field 
for work. It is to the ordinary worker, who, per¬ 
haps, has not given the subject much thought, who 
wants to have order, but does not fully realize the 
very great wrong done boys and girls by allowing 
disorder in God’s house, that these suggestions are 
offered. 

If one would have good order, let him— 

First. Pray for it. 


12 


Making Men and Women. 


Second. Plan for it. 

Third. Expect it. 

Fourth. Have it, but not talk about it. 

I. Pray, not in general, but definitely. 

1. For one’s self, that one may be in the con¬ 
dition, physically, mentally, and spirit¬ 
ually, to command order. 

2. For the Juniors, definitely, by name, tell¬ 
ing the Father of the special difficulties 
and troubles of the individual boys and 
girls. 

3. Help God answer your prayers by 

II. Planning for it. 

1. By being one’s self in order. 

(1) In attire. An untidy dress, disordered 
hair, or soiled linen are all invitations 
to disorderly conduct. 

(2) Voice. A steady, well-modulated voice 
commands order; a highly pitched, ir¬ 
ritable tone causes restlessness. . 

(3) Manner. A quiet, reverent manner 
creates an atmosphere of order. A 
nervous leader will create disorder. 
Late hours the night before the Junior 
meeting will frequently result in a dis¬ 
orderly session. One who is overtired 
can rarely disseminate the spirit of 
order. 

2. In arrangement. 

(1) Have chairs# not too close together. 


General Methods. 


i 13 

(2) If possible, have chairs graduated so 
that feet of all may touch the floor. 

(3) Be sure that all can both see and 
hear. 

3. Program. 

(1) Should be carefully arranged before¬ 
hand. 

(2) Should leave no time for disorder 
while a song is being looked for, or 
collection baskets hunted up. 

(3) Each step should be absorbing in 
interest. 

(4) Have sufficient variety to keep up 
the interest. 

(5) Direct the activities; provide ways 
of working off surplus energy. 

III. Expect order. One is apt to get what he 

expects. 

1. Know what you want. 

2. Set a standard that the children may know. 

3. Manifest surprise at any failure to meet 
the standard. 

4. Commend freely—avoiding the use of the 
terms, “order” and “disorder.” 

IV. Have order. Put on your firm determina¬ 

tion and have order. 

The essentials for order are:— 

First. Environment. 

1. Atmosphere. Fresh air and medium 


8 


114 ' Making Men and Women. 

temperature are essential to good 
order. 

2. Arrangement. Chairs, blackboard, and 
piano should be orderly and conven¬ 
ient. 

3. Furnishings. An overloaded room is 

disorderly in its tendency. 

Second. Physical comfort. 

1. Heavy wraps should be removed, and 
hats put out of the way. 

2. The large hats of the girls should be 
removed, that the view of those behind 
may not be impeded. 

3. The feet should be able to reach the 
floor. 

4. Chairs should be so arranged that el¬ 
bows will not touch. 

Third. Personality of leader. 

When all else has been said, an atmos¬ 
phere of reverence is the secret of the 
best order, and the creation of the at¬ 
mosphere depends largely on the per¬ 
sonality of the leader. 

Suggestions. 

When disorder has crept in, the prob¬ 
lem of eradicating it is a serious one. 
In this the co-operation of the boys 
and girls is absolutely necessary. If 
public opinion can be turned in favor 
of order, the Juniors themselves will 


General Methods. 


ix5 


prove the strictest disciplinarians. A 
few of the older ones, especially some 
of the leaders, may be called together 
and the subject be fairly presented to 
them. A little tact in the presentation 
will lead them to take a stand, and, 
once having them enlisted, they will 
prove a valiant aid. 

Those who find it hard to keep still, 
may be utilized as ushers, to see that 
each one is supplied with a song-book 
as he comes in; others may be organ¬ 
ized as a choir, and be seated by them¬ 
selves ; sometimes it may be necessary 
to ask one to sit near the blackboard to 
do writing, as it may be needed; occa¬ 
sionally, older Juniors may be seated 
among the younger ones, to help them 
find the place in the singing book or 
Bible. Boys and girls can not sit still 
long unless so deeply interested that 
they forget to “wiggle/' 

It is necessary to break all rules and 
attach the moral to this. Keep the in¬ 
terest at high tide, keep the Juniors 
busy, and the subject of order will be 
utterly lost sight of. 




CHAPTER VI. 


WORK WITH GIRLS. 

In entering into this field, one must traverse an 
almost unexplored territory. Why should this be 
so? Is it because the girls are of any less value to 
the Church than the boys ? Nay, verily, but because 
the outside attractions for girls are not so great as 
for boys, and as the danger has not been so tangible 
a one, it has not caused the general awakening that 
the boy problem has. Another reason for this 
apathy may be that the girl problem may prove more 
intricate to handle and more difficult of solution 
than the boy problem, and therefore it has attracted 
to it fewer specialists. 

However delicate and subtle the difficulty, it 
must be faced. The girls are drifting and must be 
held. 

Being differently organized from boys, the char¬ 
acteristics of the different ages are less strenuous in 
their indications, and, therefore, perhaps less easily 
analyzed and classified. That which in a boy mani¬ 
fests itself in a “hurrah, boys/’ noise, and gusto, 
in a girl will appear in the form of giggling or sus¬ 
ceptibility to tears; but it is in either case caused by 
the physical disturbance attendant upon sex devel¬ 
opment. 

116 


Work with Girts. 


117 

A girl at this age becomes reticent to the extent 
)f secretiveness, sentimental, and often extremely 
sensitive. 

The opposite sex begins to have a different inter¬ 
est for her, and with that interest comes an undue 
attention to dress and personal appearance. In a 
boy one says: “O, all these things are perfectly nat¬ 
ural. He is passing through a periodand he is 
studied with interest. With a girl it is: “She is at 
the giggling, uninteresting age, and I do not know 
what to do with her. She does n’t think about any¬ 
thing but dress,” forgetting that she, too, is passing 
through a period. 

A girl of this age is very intense as a rule in her 
likes and dislikes. Her ideal, who is usually a 
young woman not very many years her senior, is apt 
to become her idol, but her affections are not very 
stable, and her ideals, as well as her chums, are apt 
to change frequently. The developing independence 
in girls often manifests itself in arrogance or 
haughtiness, or in rebellion against restraint of any 
kind. 

With girls, even more than with boys, a radical 
change in methods is necessary. A boy will not stay 
unless he is interested; a girl may, but will form a 
habit of indifference that is even harder to cope 
with, and which is often not realized. 

If, as psychologists claim, each period demands 
special conditions to arouse the activities, different 
methods to excite the interest, the first step must 
be to discover those conditions and methods. 


Making Men and Women. 


ii$ 


Here lies the difficulty in the solution of our 
problem. It seems as though a girl’s interests did 
not yield themselves easily to religious work. A 
girl’s affections and sympathies afford the best ave¬ 
nue of approach to her best self, the self that is cry¬ 
ing out for the best there is in life and in religion. 

As in the case of Louise Alcott’s “Nan,” the suf¬ 
ferings or wants of others will arouse an interest 
and center activities when scarcely anything else 
will. 

While it is not the highest or best motive to 
which to appeal, it is nevertheless true that a girl’s 
affection for a teacher or leader seems to be the 
only cord that holds her, and, for the time being, 
the interests of that teacher become her interest. 
The teacher’s personality becomes the ruling prin¬ 
ciple in that girl’s life, and through it she must be 
led out into broader views and more stable prin¬ 
ciples. 

A girl seems to be a bundle of contradictions; 
to-day interested to the point of enthusiasm, to¬ 
morrow apathetic and indifferent; to-day a non¬ 
conformist to the highest degree, to-morrow a slave 
to the slightest whim of fashion or public opinion 
(as vested in her chums) ; to-day loving and lov¬ 
able, to-morrow wayward and disagreeable; to-day 
with a disposition that is almost angelic, to-morrow 
cross and pevish. What can be done with her? 
First, realize that this very instability is not only 
natural but inevitable; second, learn to strike at the 
high tide of her interest and not be discouraged at 


Work with Girls. 


i 19 

the low ebb, knowing that this very fluctuation 
marks the true and normal girl. The process of 
development during these years brings with it the 
waves of nervous energy and exultation, followed 
by corresponding periods of lassitude and depres¬ 
sion. 

The vibrations of the new life within are far 
more intense and disturbing than in the case of a 
boy, and are equally as little understood. 

The sudden and unreasoning irritability so com¬ 
mon to girls is a source of far greater mortification 
and remorse to them than of discomfort to those 
about them. It is but one of nature’s escape-valves ; 
but the girls do not know this, and they are ashamed 
and humiliated at their lack of self-control. They 
can not help being disagreeable, but know that those 
about them do not realize this, and in many cases 
the natural tendency of this age to morbidness is 
greatly increased by this misunderstanding. 

“Girls of this age are so silly,” some one says. 
True, but that silliness is just as inevitable as the 
measles or whooping-cough. The boy age, which 
is synonymous with the silly age, must come to 
almost every girl at some period. The parent, 
teacher, or Junior leader, who looks upon this as a 
natural course of events, who at that time is just 
as much interested in the boys as the girls are, can 
do much to carry a girl through this very dangerous 
age ih safety; to keep her thoughts pure, and make 
this very interest in boys the means of leading her 
to a broader, more sacred conception of life. 


i2o Making Men and Women. 

Every girl should have some adult friend who 
is a friend indeed at this time of life; some one who 
will talk boys with her, and who will not consider 
her boy-infatuation silly; some one to whom she can 
talk as freely as to the other girls. If that some 
one can be a teacher or Junior leader who can be 
such a friend to all the girls that they will talk 
together in her presence, she has a wonderful oppor¬ 
tunity opened before her. 

An inestimable injury is done our girls by those 
who love them best, through the ignorance that 
leads to the very prevalent habit of teasing them 
about the boys. Charlie and May have been play¬ 
fellows from infancy; they shared lunches in kinder¬ 
garten, and trudged off to the primary school hand 
in hand; they wrestled with problems, and played 
together during the intermediate and grammar 
schools. Their affection for each other is as natural 
as is their relationship. Unwise parents have early 
named Charlie “May’s sweetheart,” or beau, instead 
of her chum, but this makes little difference during 
the years of childhood. As they enter the higher 
grammar grades, comments on Charlie’s attentions 
take a little different form, and the unaccustomed 
flush mounts to May’s face. She can not under¬ 
stand the strange feeling within, but the blush and 
the pretty confusion are so attractive that the teas¬ 
ing is kept up, and frequently this teasing brings the 
first consciousness of sex. Coming in this form its 
sacredness and beauty are lost perhaps forever. 

The parent or teacher who can keep up the 


Work with Girls. 


12 I 


“chum” relationship between the boys and girls 
during the early years of adolescence until the 
sense of sex has been established in purity and 
sacredness, has done much for the girls as well as 
for the boys. The “boy age,” thus pushed back 
until the age of sixteen or seventeen, may be more 
intense in its manifestations, but will be fraught 
with far less danger to the girls. 

To the developing girl of this period, life is full 
of questions and puzzles. To the mother belongs 
the privilege of answering these questions, and un¬ 
folding the holy things of life; bujt many mothers do 
not realize the saving power thus committed to 
them. The girls must turn elsewhere with the ques¬ 
tions which come to every girl, and the teacher 
or Junior leader must be prepared to be the mother 
to them. 

How shall these questions be met? As some¬ 
thing to be ashamed of and concealed? Never; for 
they are as much a part of girl nature as is the 
pretty face and bright, fresh complexion. They 
must be treated as sacred, and yet with a freedom 
that shall not tend to morbidness. Information 
should not be forced upon girls except in cases 
where health demands it; but questions should be 
answered honestly, reverently, and without the 
slightest embarrassment. They should be answered 
sufficiently to satisfy the natural curiosity, but an¬ 
swered only so far as the question in hand demands, 
leaving out unnecessary details, as these will come 
later through experience or intuition. They should 


1 22 


Making Men and Women. 


be answered briefly, and then the thought turned 
naturally into another channel. This is a subject 
from which almost every one shrinks, but it is one 
of such vital importance that it can not be over¬ 
looked. 

Girls’ Ideals .—Of the influence of ideals on a 
girl's life too much can not be said. Dr. Gunsaulus 
said, “There is nothing one can not accomplish if 
his ideal only be high enough." 

As a girl passes into her teens life takes on 
new meanings; she can not understand them, 
but they add beauty and possibility to the pro¬ 
saic routine, which she does know. She dwells 
much in the realm of the ideal. “She is so 
sentimental," many say with scorn. True, she is 
sentimental, but that very sentiment will lead her 
out of self into the very life of her ideal. While 
in most cases this ideal never could live in this 
world, yet our girl is not yet so far removed from 
the materialistic but that it has its foundation in some 
living being. This being, so far removed from the 
ordinary, surrounded by such a halo of perfection 
as would prevent her even recognizing herself, is 
usually one who has in some way touched a respons¬ 
ive cord in that young life. It may be simply 
through an act of kindness, a mere look that spoke 
of sympathetic understanding, through a beauty of 
form or face that appealed to the esthetic nature, 
or through some act that aroused her ambition. 

In the large majority of cases this ideal is some 
teacher or friend whose love has in some way 


Work with Girls. 


123 


come into that life whose whole being is 

crying out for love. To be that friend, that 

ideal, may be the privilege of the Junior 

leader, but it is a privilege weighted with a 

grave responsibility, as a girl’s ideal is a powerful 
factor in shaping her life. What that ideal is, she 
means to be. But some one will say, it has already 
been said, that a girl changes her ideal frequently. 
True, she changes the embodiment of it, but she 
endeavors to clothe each new form with the habili¬ 
ments, not of the former person, but of the ideal. 
If the former ideal has not been of the highest, it is 
possible for each new embodiment of that ideal to 
raise the standard; but, alas, it is possible also for 
her to lower it! 

What shall we do, not for, but with, our girls? 
From a physical standpoint, girls’ organizations 
should be such as will encourage muscular exercise 
and out-of-door occupations. The out-of-door girl, 
the so-called hoyden, for whom running, jumping, 
climbing trees, doing anything that her brothers do, 
has more attraction than sewing or fancy-work, is 
the normal girl; and these spontaneous exercises are 
of far more value to her than the systematic, 
“proper'’ exercises of the physical-culture class. 
Tennis, croquet, rowing, or walking clubs are always 
helpful. The nature-study classes, the out-of-door 
clubs, which will hunt the earliest wild flowers in 
the spring, make collections of pressed flowers, and 
search for fruits or flowers in the summer, gather 
nuts and autumn leaves in the fall, skate or coast 


124 Making Men and Women. 

in the winter, afford the most excellent opportunity 
for the healthy, normal development of the girls. 

Sewing and fancy-work classes have a ‘large 
place in plans with girls; but these classes must 
have an object in view if the interest is to be kept 
up. Girls do not care to sew just to learn how; 
but if in the learning how they tan make clothes for 
the new baby whose mother is too poor to get any 
for her, how they will work; or if it is some old 
lady whose hands are crippled, but who needs 
aprons; clothes will even be mended and stockings 
darned if there is a concrete, apparent need. Girls 
are very sympathetic, and they love to relieve suf¬ 
fering or want. 

Dolls’ sewing classes will hold the younger girls, 
and may serve the double purpose of keeping the 
dolls in the arms of the little mothers, after they 
would otherwise be laid aside as too childish. There 
is no better education for a girl than her dollie. 
Too big to play with dolls! No, indeed. Let her 
play with them till she is sixteen if she will. The 
girl who loves her doll is not the girl who is “mak¬ 
ing eyes” at the boys. 

Fancy-work in itself, even the most fascinating 
kind, will not sustain the interest long; but if Christ¬ 
mas presents are being made for father, mother, 
and friends, or for the old ladies in the Old Ladies’ 
Home, or the children in the Orphanage, extra 
days will be needed for meetings. 

One line of work can not be held to, month after 
month. As soon as the interest flags in one thing. 


Work with Girls. 


125 


round up that work, whatever it is, and try some¬ 
thing else. Elaborate articles should not be under¬ 
taken, for at this habit-forming age the motto must 
be, “Finish what you begin,” and few girls will want 
to spend very much time on any one article. 

Whatever the line of work, it should be dropped 
occasionally, say once a month, and games played, 
a good book read aloud, or some out-of-door expe¬ 
dition taken. 

A reading circle in which good, wholesome books 
about real girls (not goody goody ones) are read 
aloud, will do much to improve the view-point of 
many girls who, at this time, are inclined to be in¬ 
fatuated by the sentimental love stories. 

A Go-cart Club may be formed in districts where 
there are many mothers who are employed, or do 
not have the time to take their little ones out of 
doors. Girls of this age are real, little mothers, 
and the most of them “just love babies.” They are 
trustworthy, and with a little instruction will use 
good judgment in caring for the little people for an 
hour or two at a time, several times during the week. 

The Sunshine Circle has in some places relieved 
mothers who have no help, by assigning different 
girls to different homes, they staying with and amus¬ 
ing the children, so that the mother can attend the 
Church service or go out for needed recreation. 

Flower Clubs appeal not only to a girl’s natural 
love for flowers, and her pleasure in giving them 
away, but the preparing of, and care for, the garden 
furnishes a most healthful form of exercise, and 


126 


Making Men and Women. 


cultivates the habit of stick-to-itiveness that is so 
needed. 

In any form of organization it is wise to under¬ 
take a certain line of work for a limited time only, 
say for six weeks or three months. If at the end of 
that time the interest is still good, it may be con¬ 
tinued for another definite period, while if interest 
is flagging, it may be dropped as finished and some¬ 
thing else taken up without the injurious effects of 
failure, or of trying first one thing and then another, 
and never completing anything. 

Travel Classes may be made very interesting for 
a time, and may be taken up at intervals.' These 
trips may be into the mission fields or other places 
of interest. The plan of these classes will be first 
to decide where to go, then discuss and decide upon 
the route, the baggage to be taken, what clothes 
will be needed, etc. At each meeting some 
stage of the journey will be taken up, and every 
possible point of interest connected with that part of 
the trip brought out. Some members of the party 
will keep diaries, others may have cameras; these 
cameras may be brought to the meeting, and groups 
be taken at different places, and under different cir¬ 
cumstances, while pictures cut from papers and 
magazines will supply the rest. The plan is possible 
of endless variation. 

Girls’ Choral Societies scarcely need mentioning, 
as so many have found them effective. 

“A Girls’ Hobby Club” will hold for a time. 
Almost every girl has her hobby. In this club each 


Work with Girts. 


127 


must ride her own hobby; the girl who paints may 
bring her utensils and paint; the post-card collector 
may bring the post-cards she has received since the 
last meeting, to show the others and to put in her 
album; the girl who writes poetry may bring it, and 
have it read; the one who loves music will be in¬ 
vited to play, etc. The girl who has no hobby will 
be helped to find one. 

Watch the girls; strike when the interest in any¬ 
thing, no matter what it is, is hot; utilize that inter¬ 
est while it lasts, adapting it to the best ends. When 
it grows cold, look for the next indication of white 
heat and use it. 

The stability which is so desirable will be se¬ 
cured, not by attempting to force interest, but by 
knowing when and how to let go. 

The religious training of girls during the ado¬ 
lescent age is a serious question. At no time in 
life is a girl so susceptive to religious influence as 
at this age. Her emotional nature is at its height, 
and must be handled with utmost care. It is easier 
for her to decide for Christ than it is for a boy; but 
the danger is, that, as the emotional element dies 
out, her religious enthusiasm will decrease also. 

Frequently it is said of certain girls: “O yes; 
they go to the altar or decide to be a Christian every 
time they are asked to. It does n't mean anything 
to them.” This is both true and untrue. It does 
mean something to them. The emotional condition, 
which is nature’s contribution to the problems of 
this age, gives to religious impressions a greater 


128 


Making Men and Women. 


present intensity than any other time. As the emo¬ 
tional waves die down, the keenness of the impres¬ 
sion disappears, and the girl, not understanding the 
influence of the physical, feels that the first impres¬ 
sion was unreal and that something is wrong. With¬ 
out the wise and understanding teacher, who knows 
that the emotions aroused must at once be converted 
into Christian activity, the effect will be lost, if not 
worse than lost; a girl may repeat this experience 
several times without coming to a realization of the 
fact that one can not always be on the mountain top, 
unless indeed, as is many times the case, the expe¬ 
rience once or twice repeated results in indifference 
that is far harder to overcome than open rebellion. 

The normal girl loves the beautiful. It appeals 
to her in nature, in color, in art, and not less in life. 
She instinctively reaches out after it. The beau¬ 
tiful in Christ and Christianity appeals to her aes¬ 
thetic nature, and makes her more susceptible to 
religious influence than a boy, but it tends to a 
religion of introspection that is not healthful. 

Religion to her must be made to mean action. 
She may be more easily won to Christ than a boy, 
but in many cases she is not more easily held. Ac¬ 
tivity in either case is the holding power. This 
activity may be induced through the imitation of 
her ideal, but if she is to become thoroughly rooted 
and grounded in Christ, that imitation must be sup¬ 
plemented by the loving, careful training of one who 
understands her; of one in whose daily life she finds 
her ideal. 


Work with Girts. 


129 


BIBLIOGRAPHY. 

The Girl and Her Religion. By Margaret Slattery. 
Leadership of Girls. By Mary E. Moxcey. 

The Girl in Her Teens. By Margaret Slattery. 
Understood Betsey. By Dorothy Canfield. 

Emmy Lou. By George Madden Martin. 

Evolution of a Girl’s Ideal. By Clara E. Laughlin. 
Camp Fire Girls’ Manual. 

Girl Scouts’ Manual. 

Pioneer Girls’ Manual. 


CHAPTER VII. 


WORK WITH BOYS. 

The boy problem is of the most absorbing in¬ 
terest. That the solution of this problem is difficult, 
none will deny; that it can not be solved, but few 
are willing to admit; but, in the words of Isabella 
Horton, “that at least it is a problem for which no 
answer is given in the back of the book,” all will 
agree. 

There is only one possible way of solving it, and 
that is in knowing the boy, both as a class and as an 
individual. An adolescent boy is not a child, and 
no graver mistake can be made than in treating him 
as one, nor is he a man to be treated as an adult. 
What, then, is he? Why, he is a boy, just a boy, 
and there is none other like him. 

Very frequently he—that is, the real “he”—is 
so completely hidden under the outer crust that he 
is not only unknown, but the shell is so deceptive 
that he is misunderstood and unappreciated. He 
has stepped out of childhood, and is stepping into 
manhood, but the process is a perplexing one. New 
powers are developing which must be used; but he 
does n’t know how to use them, and, in the attempt, 
is often as uncertain as a bird in its first efforts to 
use its wings. 


Work with Boys. 


131 

Trustful dependence gives place to independence, 
but he has not yet learned that true independence 
and liberty mean superiority to law through abso¬ 
lute obedience to the principles underlying law; or 
that freedom means, in its highest sense, freedom to 
do right. He does not, can not understand all these 
n£w powers, and, failing to understand himself, be¬ 
lieves that no one else understands him. Longing 
to express his inner self, and yet fearful of being 
misunderstood, he assumes an air of braggadocio 
and boasting lest any one suspect how he really 
feels. Feeling a spirit of independence that places 
him on an equality with all the world, he is sure 
that others do not recognize his ability to stand 
alone, and he attempts to “show them” by an as¬ 
sumption of his rights that manifests itself in so- 
called impudence or impertinence. 

The rapid development of the physical powers, 
brings with it an excess of energy that makes it 
absolutely necessary for him to be doing something, 
and he must do it right nowj hence incessant activ¬ 
ity, his impatience with delay, and the accompany¬ 
ing “tattoo” on the table or floor. 

The bones develop more rapidly than the mus¬ 
cles, and, because of the unproportionate growth, the 
hands and feet become so large that they are ever 
in the way, and ungainliness and stumbling are the 
natural result. Only the utmost tact can prevent 
a boy of this age from becoming self-conscious, and 
with self-consciousness comes an increase of awk¬ 
wardness and the accompanying manifestations. 


132 Making Men and Women. 

The increased flow of blood and rapid action of the 
heart bring an exhilaration of spirit that is un¬ 
bounded, and a sense of power that makes a boy feel 
that there is nothing he can not do. Deeds of 
prowess have a great fascination for him. What 
others have done he can do or excel. His chariot 
is ever hitched to the starswhether those stars be 
cowboys, pirates, mighty generals, or explorers, de¬ 
pends largely on the books he reads. The mys¬ 
terious and awesome appeal to him strongly, giv¬ 
ing the stories of pirates, of hidden caves, and 
mysterious expeditions, great influence over him. 
Your boy is now a hero-worshiper, and the noble 
and truly great call forth his highest admiration. 
The knights of King Arthur’s Round Table may 
just as easily be made his ideal as the prize-fighter, 
the pirate, or circus manager, if rightly presented 
to him. 

Whatever the exterior may be, underneath the 
normal boy is honest, faithful, earnest, and trust¬ 
worthy. A boy to be trustworthy must be trusted, 
and he can be. No one can ever help a boy much 
till he trusts him, and shows that he does. A boy 
reads character critically, and only he who is genu¬ 
ine can have any influence over him. The man 
whose business principles are questionable, whose 
home-life does not come up to a boy’s standard; 
.the one indulging in those things which a boy does 
not consider in keeping with a Christian character, 
will be set aside by him, and his influence will be 
of little account. 



Work with Boys. 


133 


A lad may want to attend horse-races, may at¬ 
tend the theater whenever he has the opportunity, 
and may say there is nothing wrong in playing cards 
or smoking, but he does not want his ideal to do 
these things, and his hero is at once dethroned, if 
he learns that such is the case. 

He admires the right if it is in the form of 
manliness and courage. For this reason, other 
things being equal, a man is the best leader for 
boys, because he may become their ideal; this* the 
best woman that ever lived never ;can be. 

Again, a business man will frequently have more 
influence in leading boys to Christ, and to take a 
public stand, than a minister; for somehow the min¬ 
isterial coat is an almost impassable barrier. Then, 
too, few boys are looking forward to becoming min¬ 
isters, but most of them do expect to become busi¬ 
ness men; therefore, a word from one who has suc¬ 
ceeded in. this line has weight. The positive, “I 
know whom I have believed,” -from one in busi¬ 
ness life will do more for the boys than many ser¬ 
mons. 

The two predominant .characteristics of boyhood 
are superabundant energy and a desire for social 
relations. In the recognition of, and provision for, 
these characteristics lies all successful work with 
boys. 

They must have something to do, and they must 
organize. 

The first has become axiomatic; it will scarcely 
be questioned. What shall be given them to do? 


134 Making Men and Women. 

Nothing, if anything is to be done; for the mere 
assignment of a certain duty is sufficient reason for 
them not to want to do it. The same work may be 
accomplished, however, by so directing the activities 
that the proposition shall come from them, and there 
is scarcely anything they will not undertake if the 
idea originates with themselves. 

Youth can not be coerced. He must think for 
himself, and he must be appealed to through his 
reason. Almost nothing can be done for boys, 
everything can be done with them. 

But the subject of directed activities and club 
organization come so closely together, in the discus¬ 
sion of the boy problem, that they may be treated 
as one. 

With the approach of the adolescent period may 
be noticed an increase of the social instinct; this 
soon manifests itself in a desire to organize. It is 
the spirit underlying the tribe or clan organizations 
of the savages. It is found in the street gang and 
the neighborhood club. How shall this spirit be 
utilized? By organization for boys? No, and yes. 
Boys have little use for thoroughly formed, per¬ 
fected organizations, and do not take readily to clubs 
or associations so presented to them. A bare out¬ 
line, with a man behind it, who knows how to keep 
out of sight and yet wield the scepter, while the 
boys formulate the details and develop the organiza¬ 
tion, is the most successful plan. 

Study for a moment boys’ organizations as 
planned by themselves. They organize to do some- 


Work with Boys. 


i 35 


thing; athletic associations in various forms take the 
lead. But, some one says, we are talking about boys 
in the Junior League, and that is for training in 
spiritual life and Christian activity. Shall a boy 
leave his spiritual life when he goes into a ball- 
field, or cease his Christian activities when in the 
gymnasium or on skates ? Is there any better place 
for the development of Christian character than on 
the play-ground or among the boys ? 

It is here, too, that the man becomes a boy again, 
is one with the boys, and in this way proves to 
them that he understands them. He thus wins their 
confidence and becomes their friend, as would be 
possible in no other way, and the door of oppor¬ 
tunity is open before him. Now, and now only, can 
he come in close touch with the boys spiritually. 

Boys, as a rule, are out-of-door animals, and 
all activities which keep them in “God’s Out-of- 
doors” appeal to them; as, skating, tramping expe¬ 
ditions, camping parties, or nature-study classes. 

The principles of the Junior Republic, or Self- 
Governing Club, may, with wisdom, be introduced 
into almost every form of boys’ organization, as 
boys are the keenest judges and most rigid, discipli¬ 
narians when the responsibility is thrown upon them. 

The heroic in boys responds to the idea sug¬ 
gested by the Boys’ Life Brigade, which emphasizes 
the saving and honoring of life by interesting fire- 
drills, ambulance-drills, physical exercises, practice 
in giving immediate aid in case of accident or injury. 

Literature on this organization may be secured 


136 Making Men and Women. 

from any member of the American Alliance of 
Workers with Boys, Fall River, Mass. 

The love for mystery or the desire for secrecy 
may be satisfied in one' of the many organizations 
of Knights. The activities of the Boy Scouts meet 
one of the greatest needs of boy life through, a 
wholesome direction of his native energy and en¬ 
thusiasm. 

Lilburn Merrill, M.D., former Secretary of the 
Juvenile Improvement Association of Denver, says: 

“The religious workers with boys may well dis¬ 
pense with all paraphernalia except a League pin 
and pocket Bible for each boy. With this equip¬ 
ment the successful director will be able to go to 
work, and so long as he works he will have the 
gang; but mark you, my friends, the moment there 
is nothing doing his grip on the gang will weaken. 
The boys’ department must therefore be Christianity 
in action. I might suggest a plan of procedure, but 
I shall not, for outlines too often lead to ruts, and 
you know that a gang demands more room than 
a rut. You must get plans and carry them out. 
If you are not original enough to think out some¬ 
thing new, resign in favor of a better man; or if 
you can not find a better man, stick to your post 
and write to every successful worker with boys you 
ever heard about until you get a plan or idea appli¬ 
cable to your crowd. Above all, keep something 
doing. Make your Church the center oe boy 
U iEE in your community. If you can’t give them 
a club-room, lie off from your work some afternoon 


Work with Boys. 


i37 


and help the boys dig a cave on the rear end of the 
Church lot. Did you ever crawl on your hands and 
knees through a passage-way leading from an un¬ 
suspected fence corner down into the bowels of the 
earth, and be compelled to do three right-angled- 
twists in the tunnel and as many four-foot ‘step-oftY 
before you could emerge into the appalling solitude 
of the underground cavern? I am glad to know 
that a few of us Junior Workers have been there. 
The knee exercise required in the passage is bene¬ 
ficial, and I have an idea that Old Testament stories 
never read so interesting as when you and the boys 
are in a cave around a boiling kettle of beans, or 
presumably lost in a forest and gathered about a 
crackling camp-fire. 

“But, with all of this, some of you will think 
I would transplant you and the League into a primi¬ 
tive stage of savagery. I do not care to stand for 
that. It is enough for me to say that boys do not 
thrive well on too much civilization. A judicious 
use of unconventional methods and out-door life 
will, I assure you, render remarkable service in tun¬ 
ing boy energy to a harmonious co-operation with 
you and the service you desire to do for his spiritual 
development.” 

The religious instincts are not very strong in 
boys, not because they are irreligious, but because 
other feelings outweigh the religious. Neither are 
boys antagonistic to religion if presented in the right 
way, though a distaste for it is often caused by lack 
of adaptation in the methods used. 


* 3 « 


Making Men and Women. 


The boy naturally recoils from that which ap¬ 
peals to him as being in any way effeminate. In 
too many cases the emphasis is placed on the love 
of Christ, forgetting the heroism to which that love 
led Him; His gentleness is magnified to the exclu¬ 
sion of the fearlessness which enabled Him to drive 
out the money-changers from the temple or face 
the Roman soldiers; His humility urged as an ex¬ 
ample, rather than the greatness, that made the 
humility possible. 

The boys look for the exemplification of these 
qualities of love, gentleness, humility in mother, 
teacher, or women in general, and at once put them 
down as effeminate, and consequently not for them. 

It is the manly, the heroic in Christ that should 
be strongly brought to them. Boys are intensely 
practical, and the result of a religious experience 
is what they are looking for. Is it worth while? 
The man who can so live Christ before them as to 
make it worth while, according to their standard, 
is the one who :can lead them into a practical, re¬ 
ligious experience and life. 


BIBLIOGRAPHY 

Boys’ Life and Self Government. By Fiske. 

Boy Training. By Alexander. 

Religious Education of Adolescents. By Richardson. 
The Boy Problem. By Forbush. 

A Boy’s Religion. By Hughes. 

Boy Scout Manual. 


Work with Boys. 


i 39 


Games for the Playground, Home, School and Gym¬ 
nasium. By Bancroft. 

The Book of Woodcraft. By Seton. 

The American Boy’s Handy Book. By Dan Beard. 
The Boy Scout Movement Applied to the Church. By 
Richardson and Loomis. 


CHAPTER VIII. 


WORKERS. 

I. The Relation of the Pastor to the Junior 
League. 

Methodism holds, to-day, that all children are 
members of Christ’s kingdom, and are therefore 
entitled to baptism; the child is God’s whether the 
parents are Christian or not. It believes that every 
baptized child becomes thereby a member of the 
Church, and is entitled to have his name placed on 
the Church record. 

Such being the policy, whatever the custom may 
be, it becomes the duty of the Church, not so much 
to bring the children to Christ and into the Church, 
as to train them so that they may grow up in the 
nurture and admonition of the Lord, and never get 
outside the Church. To some extent, the Church 
and her ministry are awake to this great responsi¬ 
bility of training a child as God’s child, of helping 
him grow in the kingdom, not into it. 

While a child may be—nay, if rightly trained, 
will be—a child of God, yet the religion of child¬ 
hood must necessarily be very different from that 
of the adult. The religion of childhood is the re¬ 
ligion of activity. He does, first; then believ.es. 

140 



Workers. 


141 


With the adult it is the reverse,—he believes, then 
does. 

With the adolescent age, a youth begins to think, 
life takes on a new meaning, his heart and mind 
are open; and, with a careful religious training be¬ 
hind him, he is much more ready to enter into re¬ 
newed personal covenant relations with God. This, 
however, is the crucial age; it is the age of doubt 
and questioning; the age when developing reason is 
inclined to recoil from everything that childhood has 
unquestioningly accepted, and all things must be 
submitted to the test of that reason at its present 
stage of development. The natural instinct of inde¬ 
pendence, which comes into the life at this period, 
includes independence of thought as well as of ac¬ 
tion, and youth must think out for himself the 
thoughts of religion and arrive at his own con¬ 
clusions. 

Nevertheless, at this age, there is in the heart 
of almost every youth a great longing for the un¬ 
known, a reaching out after something. That some¬ 
thing is God, and that longing can be satisfied only 
when he accepts Christ as his personal Savior. This 
is why this period is such a critical one. This is 
why it is the “golden age for conversion/’ This is 
why the relationship of the pastor to the Junior 
League should be of the closest and most vital 
nature. 

According to the Constitution, the pastor should 
appoint the Junior League Superintendent. This 
presupposes two things: 


142 Making Men and Women. 

First. The pastor must know something about 
the Junior League, its plans and methods; its utility 
in training up the child as God’s child; its tact in 
holding the youth and leading him to a full accept¬ 
ance of Christ, and its wisdom in instructing the 
baptized children and probationers in the funda¬ 
mental doctrines and teachings of Methodism, and 
in training in Christian activities; so that he may 
speak with authority in regard to the need of a 
Junior League in his Church. 

Second. He must, himself, be sufficiently in 
touch with th$ children and youth of his Church 
to be able to select wisely one who so believes in 
and understands those of Junior age as to insure 
,.the success of the League, in the personality of the 
leader. The pastor should be the inspirer, adviser, 
guide, and comforter of the Junior League Super¬ 
intendent, bringing to her attention thoughts and 
plans which come within his notice, in his wider ex¬ 
perience and intercourse with others, and suggesting 
helpful books or lines of study. His library should 
be open to her, ancf he should help her to devise 
means for securing books not at her command. He 
should provide for the Junior work of the future 
by organizing a class in the Junior Worker’s Corre¬ 
spondence Course, and thus train teachers and lead¬ 
ers. By setting the standard high and helping the 
workers to strive toward it, he may greatly increase 
the efficiency of the work of the League. The pas¬ 
tor’s relation to the Junior League, as an organiza¬ 
tion, Should be that of sympathetic co-operation and 


Workers. 


i43 


support, and a personal interest in everything per¬ 
taining to it. 

To the members of the Teague he must stand 
as the living representative of the greatest Friend 
of the children, the image of Him who carried the 
lambs in His bosom, who took the lad with his five 
loaves and two small fishes into partnership with 
Him in the feeding of the five thousand; who re¬ 
alized the special need of the young in the distinct 
command, “Feed My lambs.” 

The marvelous understanding love of this great 
student of child nature is beautifully portrayed by 
the artist who, in reproducing on canvas the scene 
by Galilee, pictures Jesus holding the little child 
close to His great, warm heart, His hand on the 
head of the rollicking, trustful boy; while for the 
older lads and lasses, who would resent any public 
expression of affection, He has the look of sym¬ 
pathetic love as He said, “Suffer the little children 
to come unto Me.” Such should be the relationship 
of the pastor to every boy and girl in his Church. 
He should be “my pastor” to each one, and as such 
would be the friend of each. 

As has been said elsewhere, only when there is 
this touch of close sympathy can there be the inti¬ 
macy that gives one power for Christ with growing 
boys and girls. It is insufficient to know that they 
belong to “your Sunday-school” or to recognize 
them in their Sunday clothes. The pastor must 
know them by name, know where they live and what 
they are doing. 


144 Making Men and Women. 

Dr. Edwin M. Randall, former Secretary of the 
Epworth League, gives the following tests whereby 
a man may find out, to a large extent, the relation 
which really exists between himself and the youth 
of his Church, and the plan whereby that relation¬ 
ship may reach a higher standard. He calls it the 
“Six Degrees of Approach 

1. When a child permits you to talk to him, does 
not run when he sees you coming, or hide behind his 
mother. 

2. The child enters into a conversation with you. 

3. The child takes the initiative, and seeks inter¬ 
course with you. 

4. He feels a sense of real companionship; looks 
upon you as a comrade. 

5. He confides in you; tells to you the secret 
feelings of his heart. 

6. What that child thinks and believes what he 
is, is largely determined by the dominative influence 
of what he thinks you think and approve of; what 
he believes you are. 

The attainment of the sixth degree should be the 
object of every teacher, of every Junior worker, 
of every pastor. 

If a pastor will make a list of the youth of his 
Church, and opposite the names draw lines for six 
columns corresponding to the above degrees, check¬ 
ing after each name the column indicating the de¬ 
gree he has reached, he may be surprised to find 
how far away he is from his boys and girls, but he 
may also be surprised to find how persistent effort 


Workers. 


*45 

will bring those checks up from one to another until 
the desired standard is reached. 

% 

BIBLIOGRAPHY. 

The Unfolding Life. By Mrs. Lamoreaux. 

Child Nature and Child Nurture. By St. John. 

Living Teachers. By Margaret Slattery. 

Religious Education of Adolescents. By Richardson. 

II. The Local Superintendent. 

A specialist has been described as “one who can 
see a mosquito on a mountain three miles away, but 
who can not see the mountain.” 

“A Junior Superintendent needs to be a specialist 
who is able to see a mosquito-like proportion of 
spirituality on the mountain of mischief in a Junior, 
and, without paying too much attention to the mis¬ 
chief, feed and strengthen the spirituality until it 
shall attain the splendid proportions possible to a 
child of God.”* 

What must be the qualifications of such a Junior 
leader? Perfection? Certainly, if it can be found. 
But while perfection is rare, there are certain quali¬ 
fications which, if not already possessed, must be 
cultivated if one is to succeed in Junior work. 

What one is counts far more than what one says. 
Boys and girls are keen critics, quick to detect any 
insincerity, and the man or woman who would have 
a lasting influence over them must be genuine. 

*Mrs. Herbert L. Hill. 

IO 



146 Making Men and Women. 

Nowhere is the saying of Emerson, “How can I 
hear what you say, when what you do is thunder¬ 
ing in my ears?” better exemplified than in Junior 
work. 

A Junior teacher must, like the Master, speak as 
one having authority. The first suggestion of doubt 
or uncertainty is fatal. He who would lead the boys 
and girls safely through this period of questioning 
and doubt, must himself be so rooted and grounded 
in the truth that he can say, “I know whom I have 
believed.” 

Infinite tact, perseverance, and patience are al¬ 
most indispensable qualities; tact, which makes one 
blind to many things and enables one to see, where 
ordinary mortals are blind, which makes it possible 
to be all things to all men; perseverance, that knows 
no such word a$ fail; and patience, that endures 
to the end. 

A sympathetic love for boys and girls, that will 
enable one to come into such intimate relationship 
with them that they no longer feel that they are mis¬ 
understood, solves many a problem; but such a re¬ 
lationship can only come through a thorough knowl¬ 
edge of boy and girl nature. 

Youth is misunderstood, and his knowledge of 
this fact is the greatest obstacle which Junior work¬ 
ers must face. He who would be their friend must 
know them theoretically and practically; must be 
able to enter into their fun, and to respect their 
questions and perplexities; must recognize in them 
the developing man and woman, by a natural ac- 


Workers. 


i47 


knowledgment of their growing independence. The 
position of the Junior leader should be not so much 
that of a teacher as of an intimate friend, counselor, 
and companion. 

It is said that, in all work with children, he who 
would accomplish most must “leave a child a mind 
of his own.” This requires a great versatility on the 
part of the leader, for the fact must be admitted that 
a child has about as many minds as there are hours 
in the day. This, in boys and girls, manifests itself 
in their desire for variety. That plan which to-day 
is a great success, will be a failure to-morrow; and 
this is due to no lack on the part of the leader, to no 
inefficiency in the plan, but to the natural character¬ 
istics of youth. The most ingenious mechanical toy, 
of such absorbing interest the first few hours, is 
soon cast aside, and the boy is looking around for 
some new world to conquer. 

It has been said that “the great men of our day 
are those who know how to put other men's shoul¬ 
ders to the wheel” This is a happy faculty in a 
Junior leader. Boys and girls are the best helpers 
in the world if one only knows how to get them to 
work, “how to put their shoulders to the wheel.” 

Is the standard too high? In the suggestions 
given, the “Born Junior Leader” has been left out 
of consideraton, and only those qualifications are 
mentioned that are attainable to every leader, who 
is determined to make herself the very best leader 
that is possible, and who is willing to work to that 
end. 


148 Making Men and Women. 

The most successful Junior worker, as a rule, 
is one that is made, rather than the one that is born. 
Many who have accomplished the most in this line 
have in the beginning felt an utter inability for it, 
and taken it up simply because forced into it, or be¬ 
cause there was no one else to do it. 

In Christian work one so readily recognizes his 
own limitations, but fails to realize the possibilities 
that lie hidden within himself. An almost infini¬ 
tesimal talent, plus the wisdom which God gives 
through His Holy Spirit, plus the skill and adapta¬ 
bility that come from the study of the books at hand, 
observation and practice (see chapters on Corre¬ 
spondence Course for Junior Workers), becomes a 
factor in God’s work with the boys and girls, that 
the ten talents of natural genius can rarely equal 
or excel. 

It is the many one-talented people who are doing 
the great work among the Juniors. No one should 
hesitate from a feeling of inability till he has fairly 
tested himself by giving God and study a chance to 
prove what is in him, and what he can do. 

A few qualifications are, however, absolutely es¬ 
sential. A Junior leader must be a man or woman 
of prayer, of faith; must love boys and girls; must 
possess the instinct of leadership, and must be able 
to command respect and maintain order. He must 
also know more than he would teach. 

Appointment .—The Junior Superintendent, ac¬ 
cording to the Constitution of the Junior League, 
shall be appointed by the pastor, and shall have 


Workers. 


M9 


from one to three adult assistants, and as many 
teachers as the size of the League may render neces¬ 
sary. 

Duties. —Constitutionally, the local Junior Super-, 
intendent shall be a member of the Cabinet of the 
Epworth League, and represent the interests of the 
Junior League in that body, and have the general 
oversight of all Junior work. 

By tlfe action of the General Conference, she is 
appointed by the pastor and holds office till her 
successor is appointed. 

By the same authority she is a member of the 
Quarterly Conference and must present regular re¬ 
ports to that body. 

The wise Superintendent will make the most of 
this opportunity to acquaint the District Superin¬ 
tendent, pastor and official members with the pur¬ 
pose, plans and actual accomplishments of the local 
chapter of the Junior League. 

To the General Secretary, and the interests of 
the work as a whole, the local Superintendent is 
responsible for an annual report sent to The Cen¬ 
tral Office of the Epworth League, Chicago, Illinois, 
and for such correspondence as shall enable the 
Secretary of the Junior League to come in more 
perfect touch with all lines of work. 

To the District Superintendent, the first duty is 
a prompt response to all letters, with the natural 
result of a hearty co-operation with her in push¬ 
ing plans prepared and submitted from the Central 
Office. , 

As to the duties of the local Superintendent to 
the local League, they may well be named “legion.” 


150 Making Men and Women. 

She is a father, mother, leader, and friend to the 
League as a whole, and to the individual members. 
She is the power behind the throne, the inspiration, 
the leader, the deviser of plans, the executive power 
that arranges for the carrying out of those plans. 
In the beginning, she may have to be all this and 
stand almost alone; but with a corps of helpers the 
work will be divided, each sharing in the responsi¬ 
bility and aiding in the plans; but the Superintend¬ 
ent must, under the pastor, be final authority on all 
League matters. 

When possible to secure a sufficient number of 
teachers, the Superintendent should be relieved from 
teaching a class; and she may share the presentation 
of the Devotional Topic with other adult members, 
if this seems wise to her. Together with the adult 
assistants and teachers, she should formulate some 
plan for visiting the Juniors, thus coming in touch 
with them in their homes, and interesting their 
parents. 

Above all, as the under shepherd, she must be 
the spiritual leader, impressing by her own persom 
ality the spirit of Christ upon helpers and Juniors, 
training the former in personal work among the 
boys and girls, and leading the latter ever into a 
closer fellowship with Christ. 

Rev. Sherman G. Pitt, in the Junior Workers' 
Quarterly, writes: 

“The first element in the practical attainment of 
our aim is the personality of the leaders. In view 
of the fact that children have large powers for imi- 


Workers. 


151 

tation, this is no small point, and in consequence of 
that other fact, that children are quick detectors of 
sham, the personality of the Superintendent and 
assistants is of the utmost importance. There 
should be no taint upon her reputation nor any 
question of her sincerity. There will be no building- 
up of character in the child, if there is a suspicion 
of the leader’s Christianity. Some one has said, 
‘No rules or methods of training are good enough, 
or scientific enough, or natural enough, to succeed 
without this personal element.’ The testimony of 
one was: ‘I loved my teacher, then I loved my 
teacher’s Bible, and then I loved my teacher’s Sav¬ 
ior.’ Yet, with even such a character, the leader 
may be most unpractical. There must be other 
qualifications. 

“She must be wide-awake. It is a nerve- 
exhausting work, but we must ‘spend and be spent,’ 
if we become Junior leaders. Dr. Schauffler says 
he saw at one time this notice posted in a round¬ 
house : ‘No engineer allowed to take his engine out 
of this roundhouse with less than 120 pounds of 
steam on.’ ‘That’s fine,’ he thought; ‘I will put 
up a notice in my Sunday-school room: “No teacher 
allowed to go to her class with less than 120 pounds 
of steam on,” for “the boys never come with less 
than 120 pounds on.” ’ It is well to add that the 
real teacher of a Sunday-school class or of a Junior 
League will be the one with the biggest head of 
steam. The Superintendent can not take her after¬ 
noon nap during the session of the Junior League. 


152 Making Men and Women. 

“Again, in order to devise practical methods, the 
leader must understand something of child nature, 
the laws of its development, the order of its unfold¬ 
ing powers, and the kind of work adapted to a par¬ 
ticular age. While many things in the study of child 
nature are still unsettled, one thing is sure—there 
are stages of development, peculiarities in each 
period, and capabilities determined by them, that 
necessitate an adaptation of subject and methods. 
Any one who fails to understand this progression 
in child abilities must to a certain extent fail of ac¬ 
complishing the end in view. 

“But some one asks, ‘Where will you get such a 
leader?’ I am frank to acknowledge that there are 
few who possess all these qualifications, even im¬ 
perfectly developed. Surely it ought not to be 
hard to find one of unspotted reputation. Such 
an one, thoroughly aroused to the opportunities in 
this field of work, will certainly post herself on laws 
of child development and endeavor to qualify her¬ 
self. The desire to be efficient will make efficient. 

“ Methods .—1. Do not work alone. Bring every 
other force to co-operate with you. The Superin¬ 
tendent who jean enlist the sympathy and co-oper¬ 
ation of the homes in her work has adopted a 
method which will be a powerful element in accom¬ 
plishing her purpose. This close touch with the 
homes of the children will also furnish the worker 
with valuable data for work with them. Junior 
League work is either supplementary to, or a sub¬ 
stitute for, home training., To know the home life 


Workers. 


i53 


will greatly aid in determining the work to be done 
in Junior League. How shall we get in touch with 
the homes ? (1) Invite the parents to the meetings. 
(2) Let Juniors give entertainments with their par¬ 
ents as guests of honor. (3) Visit the homes. 
(4) Write the parents. (5) Visit them when they 
are sick. (6) Let the Juniors take flowers to the 
sick. 

“2. The next practical help to secure is the 
Senior League. The Juniors have felt very little 
of the fostering care of the Senior League, which 
was intended when it was made a subdivision of the 
work of the spiritual department. If possible, let 
the assistants in the Junior League be members of 
the Senior, and thus bring the work of the Junior 
into the plans and counsels of the Senior League.” 

In his book entitled “Preparation for Church 
Membership,” James E. Gilbert, D. D., gives as the 
qualifications of leaders for a probationers’ class the 
following: 

Genuine spirituality, as it is impossible to give 
to another that which one does not himself possess. 

Sympathetic and attractive manner, that one’s 
personality may attract not only to himself, but to 
his religion. 

Freedom from reproach. Not indulging in those 
things which are not accounted of good repute in 
Methodism. 

A measure of intelligence and education, and 
much refinement, that shall make him a leader 
worthy of following. 


I 


154 Making Men and Women. 

Acquainted with the doctrines, history, govern¬ 
ment, and usages of the Church, that he may train 
Methodists. 

He further suggests that where a person pos¬ 
sessing these qualifications can not be found, it is 
the duty of the pastor to train such persons. 

BIBLIOGRAPHY. 

See Chapter IX. 

III. The District Superintendent. 

The work of the District Superintendent is of 
the greatest importance, because she is the connect¬ 
ing link between the Junior League Secretary and 
the local League. She only has the ability to come 
in touch with the individual Chapter, and through 
her must the general plans be promulgated. 

The first duty of the District Superintendent is 
to put herself heartily in touch with every Junior 
League on the district, through correspondence or 
by visiting, and to secure from each Superintendent 
an annual report of her local Chapter, together with 
her own name and address. These reports should 
then be forwarded to the Epworth League Office, 
as also should reports from all new Chapters as 
soon as organized. 

The District Superintendent is also the one, as 
a rule, who, by frequent correspondence, introduces 
many of the new plans and suggestions. She keeps 
in close touch with the Epworth League Office, that 
she may know of any new literature or lines of work 


Workers. 


*55 


to be taken up. If possible, she should visit the 
Leagues on her district at least once during the year. 
In many cases this is not feasible, but a letter two or 
three times a year is a great help, and by making 
this a form letter, having it copied on the mimeo¬ 
graph, the labor is not so great. 

The District Superintendent should also aim to 
introduce a uniform Course of Study in her district. 
The course authorized by the Board of the Epworth 
League may be adapted to almost any conditions. 
While this course may seem elaborate in some cases, 
it is very flexible and can be adjusted; in fact, it is 
the intention that it shall be. 

Where possible, the districts should be organized 
into a Junior Correspondence Study Class, under 
the direction of the District Superintendent, one or 
two sets of books be purchased and put into circu¬ 
lation. These may be paid for, by each member, as 
she borrows the book, paying five or ten cents and 
the postage covering cost ot sending. 

District or Sub-district Conferences of Junior 
workers should be planned for, either in connection 
with the regular District Convention or separately. 

The district officer should be present at the meet¬ 
ings of the District Cabinet, and stand firmly for a 
fair representation of the Junior League in the pro¬ 
gram of the District Convention. Having secured 
a place for Junior work at the Convention, she must 
so interest her local workers that they will realize 
the great value of the Convention, to the end that 
they not only will go themselves, but go with a 


156 Making Men and Women. 

determination to give something to others as well 
as get for themselves. 

The arranging for exhibits, contests, confer¬ 
ences for the discussion of workable plans, all aid in 
awakening a vital interest in the Convention. 

The Junior district officers should keep very 
close to the District Superintendent as through 
him much valuable information and help may be 
gained and arrangements made for the introduc¬ 
tion of the Junior League into charges where 
none exist. To come in touch with and interest 
the pastors and First Vice-Presidents of the Ep- 
worth Leagues in such Churches is one of the most 
important duties of the District Superintendent, as 
in most cases her personal interest and touch are 
necessary for the organization of Junior League 
Chapters. 

Every District Superintendent will have special 
points she will wish to have covered in her report 
from the local officers, but the following is a sug¬ 
gestive list: 

Name and address of Superintendent. 

Number enrolled. 

Number of boys. 

Number of girls. 

Number over thirteen. 

Number uniting with Church during the year. 

Average attendance. 

Is the League graded ? 

Are you following the authorized Course of 
Study ? 


Workers. 


157 


If not, what are you studying? 

Have you any special features for social work? 

Are you carrying out the plans for departmental 
work ? 

How many Junior Workers Quarterlies arc 
taken ? 

In the dissemination of ideas and information 
the district officer has a limitless field. To this end, 
she must keep in touch with all the literature issued 
by the Epworth League Office, as well as with new 
literature in all lines pertaining to work with boys 
and girls; she should be conversant with plans and 
methods, that she may be able to help and inspire 
local workers by suggesting new ideas for arousing 
and maintaining interest, by suggesting ways of 
obviating difficulties, and bringing to them plans 
which other workers have tried and proved. 


CHAPTER IX. 


CORRESPONDENCE COURSE FOR 
JUNIOR LEAGUE WORKERS. 

In the words of Charming, “To educate a child 
perfectly requires profounder thought and greater 
wisdom than to govern a State.” 

Professor George A. Coe says, “A child is far 
more complex and delicate than any machine ever 
made.” 

A man will spend weeks or months that he may 
become perfectly familiar with the mechanism of 
an automobile or an engine before he will attempt 
to run one, but that same man would, in many cases, 
undertake the religious instruction of a child with 
fifteen minutes, or, at most, an hour’s preparation, 
giving no thought whatever to the delicate organism 
upon which he is to work. 

The failure of many Junior workers is not from 
lack of interest or ability, but from a lack of knowl¬ 
edge and the power of adaptation which knowledge 
brings. The very best methods are a failure, unless 
adapted to the peculiar characteristics and needs of 
the individual children; but how can they be adapted 
when the children are unknown quantities? 

In this day of specialists and trained workers, 
religious instruction can not hold its own unless 
158 ' 


Correspondence Course. 159 

here, too, are found specialists, and in no field of 
work is there greater need of trained workers than 
in the Junior League. In making this statement 
we are not placing a barrier in the way of any, nor 
are we increasing the difficulty which pastors find 
in securing Superintendents for the Junior League. 
On the other hand, this statement is the key to the 
solution of the whole problem. Begin at once to 
train people for Junior work, and as the best possible 
training is that advocated by Mr. Squeers in “Nich¬ 
olas Nickleby,” “Do it,” so the best training for 
Junior workers is regularly to put into practice that 
which they are learning. 

It is not necessary to wait till one is fully 
equipped before he begins work; for in that case 
either he never reaches the satisfactory stage of per¬ 
fection, or, if he does, he knows too much, theoretic¬ 
ally, to be of any use practically. 

Dr. Charles J. Little once said to a student who 
hesitated about taking a certain line of work because 
he did not know enough: “Do it; that is the way 
to know enough. If you wait till you know how, 
it will never be done.” For the most successful 
Junior work, precept and practice must go hand in 
hand; the precept at best can furnish only general 
principles; it is the practice that adapts those prin¬ 
ciples to the individual. 

A field for practice is open in every Church in 
which boys and girls are found. That this practice 
may be founded on the very best principles, a Corre¬ 
spondence Course has been arranged for Junior 


i6o Making Men and Women. 

workers. A teacher, and, as a Junior leader must 
combine the offices of teacher and leader, which in 
their broadest sense are one, a Junior leader must, 
if he would reach the highest success, know three 
things: What he is to do and teach, how it is to be 
taught, and the one to whom it is to be taught. 

What is the Junior leader to teach? The great 
life principles as portrayed in God’s Word; the 
transforming of those principles into life and char¬ 
acter as exemplified in the characters of the Bible 
and the activities of the Church; the truths of re¬ 
ligion as expressed in the doctrines of the Church 
and portrayed in its history; the saving and keep¬ 
ing power of God as voiced in Scripture and song; 
the peculiar denominational forms of government, 
and the various forms of Church benevolence. A 
broad curriculum truly, but one with which every 
adult Christian should be familiar. 

The basis of all the instruction is the Bible. A 
man who is to practice medicine, much more he who 
is to teach it, must know his Materia Medica from 
cover to cover: should he who is to teach immortal 
truths know less of his text-book? The fact, ap¬ 
palling as it is, remains, that.in no other profession 
in the world would one be admitted as a teacher, 
who knew as little of his text-books as the large 
percentage of those who teach the Bible know of 
that book. 

The Junior League presents a very compre¬ 
hensive elementary ^course of Bible study; there¬ 
fore, the Junior League Course of Study forms the 


Correspondence Course. 161 

basis of study in the Correspondence Course for 
Junior workers. In this course, too, are found in 
simple, comprehensive form the doctrine, history, 
government, and benevolences of our Church. 

In order to command the respect of the Juniors 
and enthuse them in these studies, it is absolutely 
necessary that the Junior Superintendent and teach¬ 
ers be familiar with the subjects. The Junior 
worker, however, is a trainer as well as a teacher, 
and must be in touch with the latest and best meth¬ 
ods and plans of work. 

The training department of the course covers 
these two points: what to teach, and how to conduct 
the League. This in itself furnishes but a Very one¬ 
sided knowledge, for the very highest knowledge 
is of but little value unless one knows how to impart 
his knowledge. There are certain rules and prin¬ 
ciples underlying all teaching; but the peculiar 
nature of religious teaching and its vital relation to 
life necessitates special adaptation of these prin¬ 
ciples, while the training 1 element in Junior work 
demands still further adaptation. This particular 
need is met in the Department of Religious Peda¬ 
gogy- 

So closely allied with this is the subject of child 
study, the knowledge of the one who is to be taught, 
that they are separated only for the sake of con¬ 
venience. Adaptation is the secret of all success in 
teaching, but adaptation is only made possible by 
an understanding knowledge of the one to be taught. 
Certain characteristics are apparent in every child, 


ii 


162 


Making Men and Women. 


but unless one knows the source of those character* 
istics and the principles governing them, how can 
he so deal with them as to convert them into char¬ 
acter ? 

Christ realized this need of adaptation in His 
twofold command to Peter, “Feed My sheep,” “Feed 
My lambs.” 

Paul called attention to it in his “milk for babes 
and strong meat for men,” as well as in the words, 
“When I was a child I spake as a child, I under¬ 
stood as a child, I thought as a child.” 

He emphasized this idea in his command to Tim¬ 
othy, “Study to show thyself approved unto God, 
a workman that needeth not to be ashamed, rightly 
dividing the word of truth.” 

Classes in this course may be organized in the 
Senior Society and young people trained for Junior 
work. The studies will be found equally helpful 
to those interested in work with boys and girls, 
whether in the day-school, the Sabbath-school, the 
Junior Society, or the home. Pastors will find it 
an inspiration; mothers will find it a revelation and 
a source of great help. 

Young people just graduating from the Junior 
Society are ready for it, and will take it up with in¬ 
terest, that they may fit themselves to come back 
among the Juniors as teachers. 

The leaflet describing the Course of Study rec¬ 
ommended for Junior workers may be secured from 
The Central Office of the Epworth League, Chicago, 
Illinois. 


Correspondence Course. 163 

Of the making of books there is no end. The 
bibliography on the subjects found in outlined 
courses changes so rapidly as to necessitate a change 
in books from time to time. 

Some of the best books to-day will be obsolete 
to-morrow, but an effort will be made, not to bring 
to your study all of the new books, but the best of 
the books old and new.. To this end the books, not 
the plan of the course, will be changed as the neces¬ 
sity demands. 

The purpose of this course is not only to enable 
Junior workers to fit themselves for more effective 
service, but also to offer to young people a Course 
of Study that shall awaken an interest in the Junior 
League, and enable them so to prepare themselves 
that the “lack of efficient workers” will no longer be 
the reason for many Churches having no Junior 
League. 

Correspondence Course for Junior League 
Workers. 

EMMA A. ROBINSON. 

This Course of Study is prepared for Junior 
Workers and all who are interested in work with 
boys and girls. The plan is the simplest possible. 
Purchase one of the books in the Course, study it; 
if questions arise, send them to the Junior League 


164 Making Men and Women. 

Secretary, 740 Rush Street, Chicago, Ill.; when 
the book is completed send to the above address 
for examination questions, and begin on another 
book. Every one should begin with the Train¬ 
ing Department, after which the others may be 
taken up in the order desired. 

1 . This course shall include four departments: 

1. Training Department. 

(a) Methods of Junior League Work. 

“Making Men and Women,” by Emma A. Rob¬ 
inson. 

(b) The Junior League Course of Study. 

2. Child Study Department. 

(a) “The Unfolding Life.” by Mrs. Antoinette Aber¬ 
nathy Lamoreaux. 

(b) “Child Nature and Child Nurture,” by St. John. 

(c) “Religious Education of Adolescents,” by Rich¬ 
ardson. 

3. Department of Religious Pedagogy. 

(a) “Talks with Training Classes,” by Margaret 
Slattery. 

(b) “Picture Work,” by Walter Hervey. 

(c) “Point of Contact in Teaching,” by Patterson 
DuBois. 


Correspondence Course. 165 

4. Special Seal Department. 

(a) Teacher Training. 

“How to Teach Religion/’ by Betts. 

“Living Teachers/’ by Slattery. 

“The Natural Way in Moral Training.” by Pat¬ 
terson DuBois. 

(b) Special Work for Girls. 

“The Girl in Her Teens,” by Margaret Slattery. 

“The Girl and Her Religion,” by Margaret 

Slattery. 

(c) Special Work for Boys. 

“The Boy Problem,” by Forbush. 

“Boy Training,” by Alexander. 

“Boy Life and Self-Government,” by Fiske. 

2. Diplomas will be granted on completion of 
the First Department, and seals added for the other 
departments. 

3. Examination questions will be sent out from 
the Central Office, and examination papers must be 
returned to the same. The examination questions 
on the Bible will include stories told or lessons 
taught as to a class of Juniors, and methods of 
teaching memory work, as well as questions on the 
text-books. 


i66 


Making Men and Women. 


4. Examinations may be taken on each depart¬ 
ment or each book as it is completed. 

5. Recognition will be given for equivalent 
work for which diplomas have been received. 

6. All persons beginning the Course are re¬ 
quested to register at the Central Office. 

7. A nominal fee of fifty cents will be charged 
to cover expense of printing, postage, correspond¬ 
ence, and diploma. 

It is earnestly desired that every Junior worker 
shall take up this Course of Study. In the work 
of the Junior League Course of Study it will not 
be necessary for adults to take it up by the year 
as it is outlined, as the Bible Study for the Junior 
and Senior Sections practically covers that taken in 
the Primary Section, and would only need adapting. 

A seal will be given for each division suggested 
in the Special Seal Course, and other books be 
added to this Course from time to time. 

In Districts where it seems advisable, we would 
suggest that the District purchase two or three sets 
of books needed. These may be loaned to local 
workers on the payment of five or ten cents, and 
the postage. This would place the entire set at the 
service of every one, and it would pay for itself. 

Where possible, it will add much to the interest 


Correspondence Course. 


167 


in the work to have the Junior workers in one 
Church, or one location, organize into a class for 
study. 


Reading Course. 

For those who feel that they can not take the 
examination, Reading Course seals will be given. 
One seal, for each four books read within a year. 

The registration fee for this Course will be 
twenty-five cents. 

All communications should be addressed to the 
Central Office of the Epworth League. 


APPENDIX 

CONSTITUTION OF THE JUNIOR EPWORTH 
LEAGUE 

For Local Chapters 
Revised 1918 
ARTICLE I. NAME. 

This organization shall be known as the Junior Epworth 
League of the Methodist Episcopal Church and shall be 
auxiliary to the Epworth League. 

ARTICLE II. OBJECT. 

The object of this organization shall be to win and hold 
its members for Christ, to promote in them an earnest 
and intelligent spiritual life, to bring them into loyal 
Church membership, and to train them in Christian service. 
ARTICLE III. MEMBERSHIP. 

Section 1 .—The membership shall consist of boys and 
girls up to the age of sixteen. The members shall be 
separated into three Sections—Intermediate, Junior, and 
Primary—as provided in Article IV. 

Section 2 . —Boys and girls may become members by 
signing the membership card and being enrolled in the 
Secretary’s book, which should contain a copy of the Con¬ 
stitution. 

Section 3 . —Members of the Intermediate Section only 
shall be eligible to office. Members of the Junior Section 
shall have all privileges of membership except that of 
holding office. Members of the Primary Section shall 
have all privileges of membership, except that of voting 
and holding office. 

Section 4 .—The members of the Intermediate Section, 
during the year prior to graduation from the Junior 
Epworth League, may be encouraged to attend the devo¬ 
tional meeting of the Senior League, but shall not become 
members of the same until they have reached the age of 
sixteen. 

168 




Appendix 


169 


ARTICLE IV. ORGANIZATION. 

Section 1 . —When a Junior Epworth League contains 
sufficient members of the proper ages for each division, 
there shall be three Sections, age limits being approxi¬ 
mately as follows: For the Intermediate Section, from 
thirteen to sixteen, inclusive; for the Junior Section, from 
ten to thirteen, inclusive; and, where local conditions de¬ 
mand, a Primary Section for those under and including 
nine years of age. Graduation into the Senior League 
shall occur at the age of sixteen years. Promotion from one 
Department to another shall not be strictly according to 
age, but shall be made with reference to ability and work 
accomplished. When the members are insufficient to keep 
up an enthusiasm in all Departments, the members shall 
temporarily be merged into one Section, although they 
may take up the regularly assigned work of the different 
Sections. 

Section 2 . —When locally desirable, the Intermediate 
Section may become an organized Section, meeting with 
the Junior Section only for a short devotional service at 
the regular devotional meeting, and in the monthly busi¬ 
ness meeting. It may hold a Sectional devotional service 
in connection with the study period and carry out such 
other lines of Sectional activity as may seem wise. The 
Primary Section should, where possible, hold its entire 
service in a separate room, joining with the other Sec¬ 
tions occasionally on invitation and at the monthly busi¬ 
ness meeting. 

Section 3 . —Where locally desirable, the boys or girls 
may be organized into Clubs for carrying out the work 
of the Recreation and Culture Department, these Clubs 
to be an organic part of the League. The Junior League 
shall look to the Department of Spiritual Work of the 
Epworth League for the promotion of the Junior League 
and assistance in forwarding its work. Where no chapter 
of the Epworth League exists, the Pastor shall organize 


170 


Appendix 


the Junior League, which may then be under the control 
of an Advisory Board, appointed by the Quarterly Con¬ 
ference. 

ARTICLE V. DEPARTMENTS. 

The work of the Junior League shall be carried on 
under the same general plan as that of the Epworth 
League. Each Vice-President may have a Departmental 
Committee, which must consist of at least one member 
from each of the Sections. The Departments shall be 
arranged as follows: 

First Department. Spiritual Work.— It shall be the 
purpose of this department to lead every member of the 
League to a definite decision for Christ and to develop a 
Christian experience through the study of the Bible as it 
touches daily life and by practice in the spiritual activities 
through the devotional meeting and other suitable forms 
of expression; to bring every member* into an intelligent 
Church membership through the study of our Church his¬ 
tory, government, doctrines, and activities. 

Second Department. World Evangelism. —This De¬ 
partment shall give instruction concerning the various 
benevolent enterprises of our Church. Classes for the 
study of our official benevolences shall be encouraged. 
The principles of Christian Stewardship shall be ex¬ 
plained and the Juniors shall be encouraged to form the 
habit of systematic giving. 

Third Department. Social Service. —This Department 
shall aim to inspire enthusiastic activity in service for 
others by presenting definite plans of helpfulness, such 
as visiting or planning some form of pleasure for the 
sick among its members, the aged and the shut-ins; organ¬ 
izing to give fresh air to the babies of working mothers; 
to be the strong right arm of-aged people, and to pursue 
other forms of mercy and help work. The work of this 
Department shall include definite instruction on the sub¬ 
ject of-temperance, and the periodical presentation of the 
temperance and anti-cigarette pledges.. 


Appendix 


i 7 i 


Fourth Department. Recreation and Culture. —This 
Department shall plan for and carry out Social Activities 
for the Junior League as a whole or for the different Sec¬ 
tions ; organize ball teams and encourage other athletic 
sports, cross-country “hikes,” and camp fire picnics; ar¬ 
range for literary entertainments; plan for the interchange 
of periodicals; suggest good books to be read; plan for a 
Junior League Reading-Room, etc.; organize Junior Play¬ 
grounds or help in Playground Work; secure new mem¬ 
bers, and encourage the wearing of the Junior League 
badge. Through this Department boys’ or girls’ Clubs 
may be organized for the Intermediate and Junior Sec* 
tions where locally desirable. 

ARTICLE VI. OFFICERS. 

Section 1 . —This organization shall be under the direc¬ 
tion of a Junior League Superintendent, who shall be 
appointed each year by the Pastor and approved annually 
by the Quarterly Conference. There should be as many 
assistants and helpers as the work may require, these to 
be appointed by the Superintendent The Superintendent 
of this organization shall be a member, of the Quarterly 
Conference of the Local Church and shall by virtue of 
the office of Junior League Superintendent become a mem¬ 
ber of the Epworth League, active or honorary, and shall 
be a member of the Cabinet of the Epworth League, rep¬ 
resenting the interests of the Junior League. 

Section 2. —There shall be a President, four Vice-Presi¬ 
dents, Secretary, and Treasurer, who shall be elected by 
ballot, by the members, from among those of their own 
numbers who are in the Intermediate Section, at a regular 
meeting. They shall be elected in the order named. These 
elective officers must be approved by the Pastor and Jun¬ 
ior League Superintendent, and may be removed by the 
Pastor with the approval of the Superintendent, for mis¬ 
conduct, unfitness, negligence, or inefficiency. 


172 


Appendix 


Section 3.— The Pastors, Superintendents, Assistant Su¬ 
perintendents, together with the officers of the League, 
shall form the Cabinet of the Junior League. 

Section 4.—The President shall preside at all business 
and Cabinet meetings, and hold such relation to the gen¬ 
eral work as the Superintendent may advise. The Vice- 
Presidents shall represent and assist the superintendent in 
the management of their respective Departments and shall 
perform the duties of the President in case of his absence 
or disability. 

Section 5.—The Secretary shall keep the membership 
roll, the minutes, and other records of the League. He 
shall, with his assistants, write to the absent members and 
furnish notices for the Sunday School, the pulpit, and 
the papers. 

Section 6. —The Treasurer shall collect the League dues, 
call for the offerings, pay the Central Office dues, and 
expend the money of the chapter under the direction of 
the Cabinet, and shall keep all money on hand deposited 
with the banker. 

He shall also collect the Twenty-four-Hour-Day money 
and at stated times shall forward to the Central Office 
that portion intended for the world-wide work of the 
League. 

ARTICLE VII. MEETINGS. 

A weekly meeting shall be held for spiritual development 
and study. A regular business meeting shall be held once 
each month. Other meetings may be held as the interests 
of the League require. 

ARTICLE VIII. BY-LAWS. 

The Junior Epworth League may enact such By-Laws as 
it shall require, in accordance with the provisions of this 
Constitution. 

Note. —The Board of the Epworth League has fixed the 
amount due for the Juniors at a sum equal to five cents 
ter member. 


























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